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Strategies for Self-Advocacy
A transition program for students moving from high school to post-secondary education
K. Manuel
SENIA February, 2014
Two students
Best Practice – transition planning
Research
Re-design the high school Learning Support Program
Why?
Goal To support students in becoming self-motivated independent learners who understand their own learning strengths and needs and know how to locate, arrange and effectively use supportive services.
Learning Support grades 9 - 12
o Grade 9: Full year Learning Strategies class
o Grade 10: optional semester or full year Learning Strategies class
o Grade 11: 0.5 credit Learning Strategies
o Grade 12: 0.25 credit Strategies for Self-Advocacy
Learning Support grades 9 - 12
Involvements in developing Learning Plans – annual review
Review of goals, strategies and accommodations after each reporting period
Simulations and role play begin in grade 11
Developing Self-advocacy
o Course taken for elective credit
o .25 credit in quarter 3
o All grade 12 students with learning plans take the course
Strategies for Self-Advocacy
The aim of this course is help you become a good self-advocate. To be able to advocate for yourself you will need to:
Become aware of your rights and the law
Understand your own learning strengths and needs
Be able to articulate the nature of your learning disability
Course Objectives
Understand and use effective skills and strategies to accommodate your learning needs
Know how to access and make the best use of the support services that are available.
Course Objectives (continued)
o Defining and identifying Learning and Attention Difficulties
o Confidentiality and Trust
o Use of the term “disability”
Getting Started
o Brief overview of Disability Law
o Differences between high school and post-secondary (IDEA vs ADA)
o Americans with Disabilities Act 1990, amended 2009
o Disability Discrimination/Equality Act, 2010, UK
o Ontarians with Disabilities Act, 2002 Canada
Disability Law
Understanding Learning Disabilities – general information
Differences between high school and college
Course Activities
Reading Assessment reports and Learning Plans
Privacy and confidentiality
Student guide for reading report
School psychologist as guest speaker
Sharing with the group
Course Activities (continued)
Role play and simulations – scenario 1
Becoming a Self Advocate
Simulations and discussion
Articulating learning needs and accommodations
Role play with unfamiliar teachers acting as university personnel
Becoming a Self-Advocate
Becoming a self advocatescenario 2
Exploring College Websites
Information search
Strategies for Success
Coull, L. & Eaton, H. Transitions to postsecondary learning . Pro-ed Inc. 1998
Kravets, M & Wax, I. The K&W Guide to College Programs and Services, 11th edition The Princeton Review. 2012
Mooney, J. & Cole, D., Learning Outside the Lines. Fireside (Simon & Schuster Inc.). 2000
Resources
Hamblet, Elizabeth C., Helping Your Students with Disabilities During their College Search. Journal of College Admission. www.nacanet.org. Fall, 2009.
Horowitz, Sheldon H., Planning for Postsecondary Transition. National Center for Learning Disabilities.
Joyce, D & Rosen, E., Transitioning High School Students with Learning Disabilities Into Postsecondary Education: Assessment and Accommodations. NASP Communique, Vol. 35, #3. November 2006
Janiga, Sandra, The Transition from High School to Postsecondary Education for Students with Learning Disabilities: A Survey of College Service Coordinators. Journal of Learning Disabilities, vol. 35, #5. September/October, 2002.
Steinberg, Jacques, Hard Decisions for Learning Disabled. The New York Times, November 3, 2011.
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