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Project ADVANCE
Monday, August 20th, 2012Welcome!
2
Introductions
Welcome and CONGRATUATIONS!
Agenda9:00am Welcome9:10am The Role of Self-Advocacy in Transition10:00am Break10:45am Academic Readiness Skills11:15am Transitional Issues and Accommodations 11:45am How Much Do You Know Already? 12:00pm LUNCH1:00 pm Panel Discussion 2:00 pm Role of Parents – Parents as Coach3:00pm End of Day Wrap-Up
4
Transition
Transition (fiction) – Definition from Wikipedia
Transitions in fiction are words, phrases, sentences, paragraphs, or punctuation that may be used to signal various changes in a story, including changes in
time, location,
point-of-view character, mood, tone,
emotion, and pace.
5
As you transition to Post Secondary
What will be different in your:
point-of-view character, - or yourself – how do you see your role as student at this time versus at high school?
mood, - how will you approach your new role?
emotion, - how will it feel? How will you react to different situations you encounter
and pace. – how quickly do you expect it to happen?
6
Purpose of transitions
Transitions provide for a seamless narrative flow as a story shifts in time, location, or point-of view.
They aid the internal logic of a story by moving readers from sentence to sentence, paragraph to paragraph, idea to idea, scene to scene, and chapter to chapter with grace and ease..[3]
Time for Some Work…. Handout
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Students - If this transition is the best ever…
This time next year, if you look back on the year – describe what it looked like.
How many courses did you take?
What grades did you receive?
What did your daily routine look like?
On a scale of 1 to 10 how happy were you?
Parents – Best Transition Ever
How did the first year of post-secondary look to you?
How involved were you in the enrolment process?
How were you involved every day?
What was the topic of conversation at the dinner table?
What did your son/daughter’s daily schedule look like and how did it impact you?
What did final grades look like?9
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Having been exposed to this and that and successfully endured its pain,
we now grant you the right to more trouble and tribulation
for your own growth and for the fulfillment of the destiny associated with you
. May the ancestors continue to stay by your side.
Malidonma Some
11
Today’s Goal
•For you to gain an understanding of Project ADVANCE, how it will work and its content
•To gain an understanding of what the transition to Post-Secondary and what it might look like for students with learning disabilities
Most Importantly
YOU ARE NOT ALONE(Students or Parents)
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Over the past 15 years the percentage of university students with disabilities has grown from 1.21% to 3.84%
Students With Disabilities as a % Of Total University Student Population (Headcount)
Source: Universities Full-Time and Part-time Headcount (Eligible and Ineligible for Funding)Universities Disabilities Offices AFSD Annual Reports Table 1: Principal Disabilities
Total number of students with disabilities has grown from 4,045 in 1991-1992 to 17,002 in 2007-2008 – a 320% increaseHeadcount has grown from 335,101 in 1991-1992 to 442,189 in 2007-2008 – a 32% increase
0.00%
0.50%
1.00%
1.50%
2.00%
2.50%
3.00%
3.50%
4.00%
4.50%
91-92 92-93 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08
Year
14
The number of students with “Invisible” disabilities has increased over the past 5 years
Over the past 5 years, the number of students with:ADHD increased from 570 students to 1,751 Psychiatric Disabilities increased from 1,736 to 3,966 Acquired Brain Injuries increased from 181 to 348. Learning Disabilities increased from 4,703 to 5,546
0
1,000
2,000
3,000
4,000
5,000
6,000
2003-04 2004-05 2005-06 2006-07 2007-08
Number of Students with Disabilities at Ontario Universities – by CategoryLearning Disability
Psychiatric
Chronic Illness/Systemic/Medical
ADHDMobility/Functional
Other Deaf/Deafened/Hard of Hearing
Acquired Brain InjuryLow Vision/Blind
15
Over the last 5 years, most disability categories have grown, but “Invisible” disabilities have grown the most
Disability Category as a Proportion of Total Number of University Students with Disabilities
All Other Disability Categories(4,568)
Learning Disability(4,703)
Psychiatric (1,736)
ADHD
(570
)Acquired Brain Injury(181)
2003-2004
All Other Disability Categories(5,351) Learning
Disability(5,546)
Psychiatric(3,966)
ADHD(1,751)
Acquired Brain Injury(348)
2007-2008
Students with “Invisible” Disabilities: 7,190
Students in All Other Disability Categories: 4,568
Total University Students with disabilities: 11,758
Students with “Invisible” Disabilities: 11,611
Students in All Other Disability Categories: 5,351
Total University Students with disabilities: 16,962
16
Student Success vs Degree Completion
How students approach their university education and the expectations they have of it
will have a large impact on their experience.
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Think About the Answers to Those Querstions
How you answered some of those questions will reflect whether your are here to complete a degree or to gain an education.
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Student Success vs Degree Completion
Student Success
Education is: learning
Knowledge
Understanding
Degree Completion
Education is the same as credentialism or the degree/piece of paper at the end of your time at university
The point is the piece of paper not the process.
29
Student Success vs Degree Completion
Student SuccessFaculty are educators
- They are content experts and are sharing their knowledge with you.
Degree CompletionFaculty are service providers.
You pay your fees – they give you grades.
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Student Success vs Degree Completion
Student Success
Students are engaged in the classroom – theyattends, participate, talk about material covered in classand assignments in an integrated way.
Degree Completion
Student is disengaged as there is no requirement to be engaged
– misses class, limited participation, talks more about grades than about what is learn.
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Student Success vs Degree Completion
Student Success
Students are engaged outside the classroom – talk to faculty, participates in opportunities for additional learning, Is involved in campus activities.
Degree Completion
Student is disengaged- attends class and leaves.
Student does not problem solve or time mange to include campus and work/family activities .
32
Student Success vs Degree Completion
Student Success
Knows responsibility for completion of reading and meeting deadlines.
Degree Completion
The student can be combative about grades and faculty expectations instead of learning from them.
- Argues about grades receives – expects extensions and for missed material to be given to them
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Student Success vs Degree Completion
Student Success
Focus on self-efficacy.
-Being independent-Is able to gauge their success
Degree Completion
Focus on self-esteem.
- All about wanting TAs and Faculty to tell them how well they are doing and lots of feedback expected
34
Student Success vs Degree Completion
Student Success
Independent problem-solving.
Knows assistance is available and accesses to learn how to problem –solve.
Degree Completion
Continue to look for intervention from parents or service providers.
Expect service providers to “do” instead of “teach and do”.
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Key to Student Success
Self- advocacy skills are paramount.
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Advocacy - Definition
“Support or argument for a cause, policy, etc”
The Oxford Dictionary of Current English, 2nd Edition
As a post-secondary student with a learning disability – you are advocating for yourself …as a student….to ensure that you have the support that you require…to level the playing field.
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And You are Not Alone….
Learning Disability Services – 1100 students
Excludes students registered with Physical/Sensory/Medical Disabilities
Excludes Mental Health Services– another 800 students
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Transitional Experiences and the Role of Advocacy Skills
Transitional Experiences
“In high school, my special education teachers wouldn’t leave me alone. Now I miss them.”
“I have 400 pages to read (for the first time) before tomorrow’s exam.”
“If it wasn’t for my mother ( father, sister, partner, etc.) I would never have graduated from high school.”
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Structure of High School
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Structure of Post Secondary
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Social Role of the University Student
Behaviour •doing work, being independent, of asking for help and getting it when you need it
Responsibilities •studying, completing assignments, attending class, knowing the rules and the system, learning the material, teaching yourself
Expectations •you will work hard, •you will fulfill all class requirements
Privileges •access to library, access to funding, access to student services, reduced rates for museums, travel, ability to choose courses, create own time table, study at an advanced level
2001 Statistics
Population Sampled (15 years and older) = 23 901 360 or about 24 000 000
6 173 225 start university = 24%3 687 650 complete degree = 15%642 055 complete a masters = 2.6%128 625 complete a PhD = .5%
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All students must demonstrate competency in the following learning areas to be successful:
1. Sustain attention during classes
2. Maintain satisfactory notes
3. Develop organizational skills
4. Understand and complete assignments
5. Successfully complete tests and exams
6. Gain information from written material
7. Produce quality written work
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Social Role of Instructors
To give out information
Not necessarily “to teach”
Other responsibilities
Not on campus 24hrs/day
Are not always immediately accessible
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Role of Self- Advocacy – In 2 Parts
Advocacy is now student-basedPART 1
The development of specific skills and understandings that enable children and adults
to explain their specific learning disabilities to others…...
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Self-Advocacy for a Student Means
Knowing themselves and their learning need- accommodations, content knowledge, course
demands - impact
Knowing how to use your areas of strength- Working with formats that are not comfortable
Knowing how to explain your LEARNING DISABILITIES so that others will understand
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Students – Understanding Their Learning Disability
Terminology
Identify the Difference between…..
“I am not a fast reader and I don’t always understand when I read.”
“I understand when I read - I have some difficulty with processing text so it just takes me longer therefore to read in general. ”
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Explaining the Learning Disability
• not all instructors have come in contact with students with LD – need to prepare them for that
•Students in their classes might have had a great deal of exposure to the concept
•Need to understand the balance between right to being accommodated and how that appears to others
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Self-Advocacy for Students Means
Knowing their rights- Access to accommodations and support
Knowing how the system works-Role of the instructor, exam center
Knowing how to take control of their own situation-Just because X gets to have X amount of extra time, does not mean that they can – documented need
Knowing who can help you to get what you need- Role of the advisor
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Advocacy and Learning Disabilities
Advocacy is a 2 Part Definition
Part 1 :
The development of specific skills and understandings that enable children and adults to explain their specific learning disabilities to others…...
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Part 2
….and to cope positively with the attitudes/responses of
peers, parents, teachers, employers.
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Link Between Advocacy and Skills
Knowing where individual skills are in relation to the demands at university
Identifying a gap in skills
Knowing what to do if there is a gap–before classes start–midstream
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BREAK
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Disclosure
Is individual- this is an opportunity for you to decide to
whom and when you choose to disclose
To access additional supports for test-taking it is necessary
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Disclosure to Professors
Some familiar with the system – they are responsible to get the exam to the exam centre – they are required to accommodate
Some ask for details – they are not entitled to see the psycho-educational reports and if you are unsure about what they are asking – talk to an advisor
Some require additional education from LDS Advisor
Professors DO NOT have access to students’ reports and there is nothing on a student’s record which identifies them as a student with a learning disability
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Disclosure at York – to Peers
Explaining “absence” during the test/exam.
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Academic Readiness Skills
These include:The obvious:
Reading Writing
The Less obvious:
Note-taking Test-taking
Equally Important: Knowing the system
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Metacognition
“thinking about how we think”
Metacognition refers to:–Awareness of one’s own cognitive processes–Appropriate use, control or regulation of those cognitive processes
Post-secondary is a great deal about confronting our own learning as we are being asking to learn far more independently.
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Role of Metacognition
How do students understand their own learning?–Goes beyond learning style
How do you read now?–What strategies do you use?–What obstacles do you face?–How is the post-secondary level going to challenge your current reading level?
How do they write now?–What stages do you go through?–What kind of writing will be expected of you and how will you meet that challenge?
Knowing the answer to these questions is as important as being able to read and write at a first year level.
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Transitional Issues in Reading
Increase in the overall quantity of reading – not unusual to have to read 50-100 pages of a textbook a week or to be asked to read a novel a week
Theoretical focus – you are not reading for facts – it is assumed that you know them (or will find out about them) and will make judgements about what you have read/apply the facts
Independence - Assigned readings are not always covered in class BUT YOU ARE STILL RESPONSIBLE FOR THEM
Knowing what is really important/what to take away from a reading
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Reading Strategies
Develop active reading strategies like SQ4R
Vary reading - rate/thoroughness – skimming and scanning essential skills
Pre-reading prior to the start of classes
Using resources that assist you in understanding readings – ‘The Introduction To…….”
Books on tape or e-text
Computer assisted reading programs - Kurzweil/TextHELP
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Transitional Issues in Writing
Frequency of written assignments (essays, take-home exams, and essay format tests) - worth more and are not grades on process but product
Move from expository to arguementative
Learning to deal with specific citation rules like APA, MLA, etc.
Issues around plagarism
69
Transitional Issues in Writing
Development of a thesis - a move from “I will be discussing…”
Integration of material – do not list facts, explain and integrate
Referencing rules vary across disciplines
70
Writing Strategies
Develop a plan of action*
Write more than one draft - definition of “draft”
Practice writing (journals/ lecture summaries) or read types of writing in discipline
Computer technologies (Inspiration/TextHelp)
Language tutoring vs content tutoring
71
Transitional Issues in Mathematics
Mathematical concepts appear in non-math courses
Required Math courses are specified with little room for changes
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Note-Taking
Needing to focus on purpose of notes - will you study from ?
Review lecture and text notes prior to class
Keep a list of new vocabulary words
Clarify points with instructors in office hours
Tape lectures - gain permission
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Time Management
Have ONE appointment calendar – be able to see 4 months at a glance = 1 semester
Enrol in time management workshops and coaching programs
1 hour of lecture = 2-3 hours of homework – for students who do not require additional time to read and write – so add if you need an additional 50%...
Let’s Look at 5 courses – and use 3 hours…..
Monday Tuesday Wednesday Thursday Friday Sat Sun 6-7 7-8 8 - 9 9-10 10-11 11-12 12-1 1-2 2-3 3-4 4-5 5-6 6-7 7-8 8-9 9-10 10-11 11-12
Monday Tuesday Wednesday Thursday Friday Sat Sun 6-7 Get up Get up Get up Get up Get up 7-8 Commute Commute Commute Commute Commute 8 - 9 9-10 10-11 11-12 Lunch Lunch 12-1 Lunch Lunch Commute 1-2 Lunch 2-3 Commute 3-4 Commute Commute 4-5 Commute 5-6 6-7 Dinner Dinner Dinner Dinner Dinner 7-8 8-9 9-10 10-11 11-12
Monday Tuesday Wednesday Thursday Friday Sat Sun 6-7 Get up Get up Get up Get up Get up 7-8 Commute Commute Commute Commute Commute 8 - 9 9-10 10-11 11-12 Lunch Lunch 12-1 Lunch Lunch Commute 1-2 Lunch 2-3 Commute 3-4 Commute Commute 4-5 Commute 5-6 6-7 Dinner Dinner Dinner Dinner Dinner 7-8 8-9 9-10 10-11 11-12
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Time Management
1 percentage point = 1.25 hours of work–10% = about 12 hours
For a student with a learning disability, 2 courses (40%) is considered a full course load by OSAP standards
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Test-Taking
Go to class
Form study groups
Develop test-taking strategies for different types of exams
Develop different study approaches for different types of tests
Enroll in study skill workshops
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Transitional Issues in Accessing Accommodations
Students need to self-identify that they require additional supports and accommodations by approaching the disabilities services program at their school.
The school will not automatically note that a student will be using or requesting accommodations.
80
Students are responsible to ensure that their documentation reaches the disability services office.
–admissions office does not always forward this information–the student still needs to activate the file
Faculty are not automatically told which of their students have diagnosed learning disabilities and might require different supports.
81
Student often need to disclose to their instructors – students need to become good self-advocates.
There is often a system in place for taking tests and exams which requires the filling in of forms and requests for space and accommodation well in advance of the test date. Students are responsible to know and follow the system.
82
Not all institutions can provide the same level of support.
Different institutions have different resources and ways of providing service.
All institutions have a DSO, LS, AT
Accommodations can be different @ college/university
83
Accessing Accommodations
•Contact the appropriate department upon accepting offer for admission - make an appointment to see someone
•familiarize self with on-going arrangement of tests/exams
•double check 2 weeks prior to test/exam that things are set
84
Purpose of Accomodations
-permit you to demonstrate your understanding
-Allow you to compensate for your learning disability – to level the playing field – no more and no less
-Thought to ponder…..what kinds of accommodations will you be able to access in your chosen field of work
85
Possible Accommodations – In Class
? Note-taker ?
?extensions on papers?
Seating near the front
Tape recording lectures – requires permission
86
Possible Accommodations
Separate Room
Word Processor
Tape/Reader ( or similar software program) of test
Dictation to scribe ( or similar software program)
Instructions/Directions Clarified (content is not clarified)
87
Possible Accommodations
Self-Help spelling Aids
Spelling Checked by ProctorUse of authorized spelling list, list of formulas or other items that need to be
memorized
Extra Time: Multiple Choice/Heavy Reading Component
Extra Time: Essay Questions/Heavy Writing Component
Extra Time: Mathematics
Use of a calculator for mathematically based subjects
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Modifying Accommodations
Change in time allowed
Change in actual supports used
The demands of specific courses and levels of studies might require different supports
89
Less Common Accommodations
Add short answer to multiple choice
Assignment in lieu of oral presentation
Division of Exam/Test into units (same day/different day)
Flexible deadlines
Oral presentation in lieu of assignment
Spacing of exam writing
90
Academic Accommodations – Class(Less Accessed)
Audio tape lectures
Audio tape tutorials
Interpreter – classroom
Reader – classroom
Note-taker – classroom
Taped texts
91
Accommodations Not Generally Seen
Course substitutions (e.g., cannot take a Natural Science course/Statistics and therefore take another in its place)
Change in format – asking a professor to turn a multiple choice test into another format
Role of supplemental assignments
Role of re-weighting
“Oral” exams
92
Accommodation Services
Assistive Technology Lab–Kurzweil (text to speech)–Inspiration (mind mapping/visual organizer)–Dragon Dictate (voice dictation)–WordBar (vocabulary builder)–TextHelp (editing and writing tool)
Access to Software - Bursary for Students with Disabilities - OSAP
Peer Language Tutoring
Advisor System
Updating of Assessments
93
Cost of Supports
Tutoring – 25-35$/hour and up
Note-taking
Scribing
Hardware and software – software can range from $90 - $1500(see quotes package)
94
Bottom Line
Regardless of how students with learning disabilities manage the requirements of university, they must be able to
understand material, form opinions,
and draw conclusions about printed information.
With few exceptions, students will be required to demonstrate their knowledge in written form.
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Questions?
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LUNCH !!
Parent as Coach
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Current Role
127
Coaching in Post-Secondary Context
“Coaching is fundamentally about facilitating change that will lead to desired results: facilitating movement from a current state to a more desirable future state.”
Adapted from Adler School of Professional coaching Inc.
128
Coaching in Post-Secondary Context
“Coaching is fundamentally about facilitating change
that will lead to desired results:
facilitating movement from a current state
to a more desirable future state.
Role of Teacher as “teller”
Student is more independent
Student waits for instructions
Student is proactive and completely manages their learning
129
New Flow
130
New Flow
131
Choosing For Success – Role of Coach
-Students make the choice for success
-Success will look very different for different students – might not involve grades and number of courses passed
-We need to allow them to make the choices-Help them to explore options/scenarios like:
-Reduced course loads (who else knows? What is the value of a B if you get a D in something that suffered because of it?-getting courses that are lower interest-Dropping courses-Who do they know completed their 3 year degree in 3 years?
132
Role of Service Providers at Post Secondary
Limits and Challenges
There is only so much support a particular college or university can provide
Sometimes the student’s basic academic skills are too low - tell student how they can upgrade- Students decide if they want to – they have the right to fail
133
“English professors are not expected to accept poor writing skills. If you are not capable of writing an essay, then you won’t pass their course - with or without a disability”
It is to students’ advantage to ensure that their skills are up to a suitable level prior to enrolling or to take courses slowly while they “ramp-up”
134
Difficulties of the Service Provider
The student fails his or her course and THEN comes to us for help
- As a coach – this might be a part of the process
Student stops attending and tells no one
135
Students often underestimate the transition from high school to college and don’t ask for accommodations - until too late
Definition of “too late”
Students don’t follow through or act on our recommendations
136
Coaching for Self- Advocacy
Reminder: Transition is a PROCESSTransition files for students – are their documents all in one place – are they aware of their needs
Review of psycho-educational reports earlier that the year of graduation – do they realize the impact of old reports
Encourage students do their homework about courses AND services
Type of campus might be as important as type of courses
137
Transitional Issues in Accessing Accommodations
Students need to self-identify that they require additional supports and accommodations by approaching the disabilities services program at their school.
The school will not automatically note that a student will be using or requesting accommodations.
138
Students are responsible to ensure that their documentation reaches the disability services office.
–admissions office does not always forward this information–the student still needs to activate the file
Faculty are not automatically told which of their students have diagnosed learning disabilities and might require different supports.
139
Student often need to disclose to their instructors – students need to become good self-advocates.
There is often a system in place for taking tests and exams which requires the filling in of forms and requests for space and accommodation well in advance of the test date. Students are responsible to know and follow the system.
140
Not all institutions can provide the same level of support. - Example – content tutoring
Different institutions have different resources and ways of providing service.- Set advisor VS rolling advisors
141
Accessing Accommodations
• Contact the appropriate department upon accepting offer for admission - make an appointment to see someone
• familiarize self with on-going arrangement of tests/exams
• double check 2 weeks prior to test/exam that things are set
142
Questions