How Can Parents Help At Home?

Various aspects of daily living can be learned at home and will help contribute to later independence:

• share cleaning, shopping, and meal preperation responsibilities to provide learning opportunities and the satisfaction of accomplishment.
• help your son or daughter develop money mangement skills, such as budgeting and banking. Managing a weekly allowance or income from doing small jobs is part of preparation for managing income from a salary.
• expand the job options that your son/daughter could consider by discussing appropriate jobs in your workplace. Encourage questions and respond to concerns
• Set up a daily routine, encourage him/her to follow it, and teach ways to compensate for scheduling problems.
• LISTEN to your young person and try to help him or her express ideas, make suggestions, and try new experiences and tasks.

Transition to College for the Learning Disabled Student

College selection by the student with a learning disability:

In meeting with school support personnel (guidance counsollors, teachers and learning disabilities specialists) the student and his/her parents should form a realistic assessment for the potential of higher education. What kind of school setting/course of study seems appropriate? What (honestly) are the academic, social and personal strengths/weaknesses of the student?

What sort of compensations will the student need to accomplish or maintain in order to be successful? What support services will most likely be required? In addition to these important considerations the student with a disability and his/her parents will want to discuss with guiddance personnel the more typical aspects of college selection such as areas of interest, cost, size, affiliations, geographic location, population demographics, campus life, level of competetiveness and application process/requirements for the learning disabled student.

Differences between highschool and college for the student with a learning disability:

There are major shifts that occur in college academically, socially and support-wise that will require great adjustments for the student with learning disabilities. Academically the greatest shift may occur in the change from an active based teaching style of the instructors, to a more passive, lecture based (and sometimes very large group setting) style of teaching. There is a dramatic increase in the reading and writing loads. There is less structure in the teaching style with more emphasis on theory versus memory. The instructors (especially at larger institutions) are not necessarily trained or skillful teachers. There may be an increased workload and pace. Grades are factored differently with more independant writing demands and greater emphasis placed on performing well in tests. Students, who in high school, were able to garner a “C” average in a course because they were good workers and “did all the homework,” but performed poorly on tests and exams (“I don’t test well”) will find themselves at a disadvantage. In college you do not always pass a course because “you try hard.” Student progress is not monitored (except through the student’ own self advocacy) and the overall level of expectation is higher, less forgiving and competitive.

What types of help are available?

The type of support services are generally (but not necessarily) offered by colleges fall into three categories which include:

1. Support Services: This would include a variety of modifications, adaptations and general support services such as tutoring, texts on tape, lectures on tape (video and audio), course notes referenced in the library, paid or volunteer note takers for lectures, proof readers, writing support services, extended time for exams and degree completion, foreign language (or math) waiver or substitution, priority registration. Students accessing these services are enrolled in traditional degree programs.
2. Support Programs: Colleges may provide an established program which would include a special class or sessions to assist students with efficient learning strategies in addition to more traditional support services. Students accessing these services are enrolled in traditional degree programs.
3. Self Advocacy, the most important skill needed for the student with a learning disability.Self advocacy for college students with a disability can be defined as the ability to recognize their own special needs in regards to the demands of the curriculum/social setting and seek to have these needs met without compromising the dignity of oneself or others. The problems that face the student with a disability entering the college setting are usually threefold in nature

   Most college students need to learn to negotiate independently with colleg faculty. There are many effective negotiating strategies that can be role played with counsellors, teachers and parents to teach the student with a learning disability to properly self-advocate. The following ten step methodology was proposed by the Kansas University Affiliated program:

   1. Face the other person.
   2. Maintain eye contact.
   3. Use an appropriate voice tone.
   4. Use appropriate facial expressions.
   5. Use good body posture (straight or relaxed).
   6. Use good listening skills
   7. Ask for what you want.
   8. State the reasons why you want it.
   9. Thank the other person if he/she agrees to the request.
   10. Propose a compromise if the other person does not agree with the request.

Time Management:

Time management is paramount for the student with a learning disability. Given the “open” structure of most college campuses the student must be aware of the need to make good choices around course selection, declaration of a major area of study, campus living arrangements, scheduling of courses and utilizing all available campus supports. Campus supports can vary greatly from school to school and the student is wise to investigate in detail the structure and quality of available support services.

• the student with a disability should make exstensive use of daily/weekly planners to pre-organize short and long term course requirements, tests, exama andresearch papers.

Study Skills:

• The young adult should still consult with a psychiatrist or his/her medical doctor to determine which medication and dosage regime is appropriate to mediate the effects of his/her attention deficit if that is a factor in their learning style.
• The young adult should always seek out preferential seating in all classes and lecture halls. The student must remember though that to get the preferred seats, he/she must arrive before the class begins.
• He/she should make use of the “Learning Centre” on campus, when necessary, to brainstorm and organize the format of his/her research papers.

Transition Checklist
Academics: Does he/she have:

• an appropriate up to date assessment
• good understanding of strengths and needs.
• knowledge of needed accomodations/assistive devices
• good self advocacy skills
• good social skills, or is receiving help in this area.
• realistic goals based both on strengths and the limitations of the learning disabilities.
• adequate study skills
• good oral expression
• proficiency in writing or accomodations in place
• computer literacy
• able to locate and utilize sources of assistance
• demonstrates self organization

Social/Personal Skills: Can he/she:

• supply appropriate personal identification
• greet people appropriately
• use contemporary style of dress, hair, make-up
• use good grooming, hygiene skills
• “talk” with friends/co-workers
• be courteous
• be responsible
• be happy

Recreation/Leisure: Can he/she:

• use free time for pleasure
• choose reasonable activities
• pick a hobby
• perform required activities
• use community resources

Community Skills: Can he/she:

• use public transportation
• shop for groceries, clothing
• make necessary appointments
• use telephone
• use bank accounts
• be safe in traffic, among strangers
• know how to seek help
• handle money

Domestic: Can he/she:

• prepare breakfast, lunch, supper, snack
• clean own room
• do laundry: use washer, dryer, and iron
• budget time

Vocational Skills: Can he/she:

• get to/from work on time
• punch/sign in appropriately
• perform work satisfactorily
• work cooperatively with co-workers
• take break/lunch appropriately
• wear suitable clothes
• use appropriate safety procedures
• follow directions

This information is adapted from:
Ministry of Education, Your Region School Board

Reprinted with permission from National, Summer, 1994. Pp. 7-9