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  • Stress Management for Youth with Learning Disabilities

    Stress Management for Youth with Learning Disabilities

    Stress is a normal part of everyday life. Sometimes a little stress can be a good thing. Like when you are nervous before a big test or a first date, stress can give you a needed burst of energy. Everyone wants to do well and be successful, and stress in small doses can even help you achieve your goals. There are also times when school or social situations can be overwhelming and the stress can paralyze you rather than push you into action. Be aware of how you feel, because this type of stress can be harmful to your health and emotional well-being.

    Understanding your stress and the things that make you feel “stressed out” can help you navigate through life better. Below are ten easy tips to help you reduce stress when you are feeling overwhelmed, emotionally exhausted, or more nervous and worried than usual.

    1)     What’s on your schedule?
    If you are feeling overwhelmed because you have many responsibilities, review your commitments and activities and decide if you want to do less. Choosing to do less may actually give you the opportunity to do what is left on your list even better than before. You may also want to alternate activities, choosing music lessons one semester at school and drama the next, allowing you to experience, learn and enjoy both activities.

    2)     Be proud of a job well done.
    Aiming for perfection is normal but not the most practical. Learn to feel good about doing a competent job rather than demanding perfection from yourself and others.

    3)     Hey, it’s okay to ask for help.
    If you require help in schoolwork, completing chores at home or at a job, ask someone for assistance. Asking for help is much better than not completing a job because you are not sure what to do.

    4)    Everybody loves sleep! Keep a bedtime schedule.
    Try going to bed at the same time every night. Getting enough sleep can help you both emotionally and physically, and can help you to better cope with any stressful moments that may come up during the day (at school, at work, with friends or parents.) Although it is tempting to stay up late and you don’t really feel tired, it’s important to stay on a schedule and make sure you get enough sleep each night.

    5) Get active and exercise every day.
    It’s true, exercise has been shown to reduce stress and depression. Making sure you get some exercise each day can help you to remain alert and help you focus on your schoolwork–this can help you have more energy for your extra-curricular activities too.

    6)    Eat right (healthy food is good for stress)
    Would you eat pizza every night if you could? That’s pretty normal for most teens, and while pizza is okay sometimes, it’s important that you eat healthy foods as part of a balanced diet. Salads, fresh veggies, fruits and whole grains are good for you! And just like thinking positively, eating healthy food can take some practice. Eating healthy foods can even help you to function better, especially in stressful situations.

    7)    Slow down; try relaxation techniques
    Deep breathing exercises, meditation or visualization techniques to help cope with daily stresses. These type of techniques can be used every day to help your mind stay balanced and can be used in highly stressful situations to help you cope immediately.

    8)    Good friends & family–develop your support network.
    Having people to talk to or people you can connect with when you need support is helpful. If you don’t already have a support system, think about who of your friends and family you can call on when you feel stressed and ask them if you can call them the next time you feel overwhelmed.

    9)    And don’t forget to have fun.
    So often our life can be filled with schoolwork, jobs, chores and tons of other things we “have to do.” Make sure to include activities in your day that you enjoy–being happy can help you relax.

  • Learning Disabilities and Work

    Learning Disabilities and Work

    We most often think of learning disabilities that impact a student in school, however, LDs are lifelong and don’t magically disappear once a student has graduated and entered the workforce. The National Center for Learning Disabilities lists five areas where people with LDs may experience difficulties:

    Inefficiency – this could be working at a slower pace than coworkers, having organizational challenges or needing additional time to complete tasks

    High error rate – this could be errors resulting from poor reading or math skills or could be because someone takes longer to process information and react to situations.

    Problems with sequencing – this could cause problems with completing tasks requiring multiple steps or following directions

    Time management – this could be poor planning, tardiness or having problems with meeting deadlines

    Social skills – this could be problems with interactions between coworkers, customers or vendors or in verbalizing the impact of a LD to the employer to receive needed accommodations/modifications

    The Americans with Disabilities Act protects people with LDs, but only if the person has requested protection, identified their LD, and provided documentation to his or her employer and with needed specific accommodations included. In addition, a person must be able to complete the job, with modifications. Any company employing more than 15 employees is required to provide reasonable accommodations to those with disabilities that interfere with the ability to complete the job.

    Accommodations/modifications should be specific to the individual needs of the employee, therefore, there is no single list of acceptable accommodations. A person requesting protection under the Americans with Disabilities Act will benefit from understanding the job description and duties and knowing what accommodations/modifications will help him or her perform the job duties.

    The following list of examples is to provide ideas only. Please adapt to your specific situation:

    • Written instruction cards, laminated to help with performing multi-step job duties
    • Adjusting the font or background color on the computer screen to help people with dyslexia
    • Receiving company communications in written form, such as via email or memos. Written communication can be provided either before a company meeting to provide the person time to process information or after the meeting to allow the person to have a written copy of what was discussed.
    • Use of spell-check software or having a coworker edit written work.
    • Use of assistive technology, such as software that translates the spoken word into the written word
    • Using a tape recorder during company meetings or when given instruction.

    Again, these are ideas to help people with learning disabilities think about what may help them perform their job duties. By thinking about how you learn, how you work and problems you have had in the past, you will be able to determine what accommodations or modifications you may need in your job.

  • Student Loan Repayment Assistance for Borrowers with Permanent Disabilities

    Student Loan Repayment Assistance for Borrowers with Permanent Disabilities

    Students with permanent disabilities who are having difficulty paying back their student loans are eligible for the Repayment Assistance Plan for Borrowers with Permanent Disabilities (RAP-PD). RAP-PD makes debt repayment easier for students with permanent disabilities by allowing them to pay back what they can reasonable afford.

    Under RAP-PD:

    • Loan payments are based on family income, family size and disability related expenses
    • Students will not make loan payments exceeding 20% of their income (on loans covered by RAP-PD)
    • In some cases, students will not have to make any loan payments until their income increases
    • No student with a permanent disability should have a repayment period longer than 10 years

    For other Inquiries relating to student loans contact:

    CANLEARN
    Web: http://www.canlearn.ca/
    Email: info@canlearn.ca
    National Student Loans Service Centre
    Within North America: 1-888-815-4514
    Outside North America: 1-800-2-225-2501
    TTY: 1-888-815-4556
    P.O. Box 4030
    Mississauga, ON, L5A 4M4

  • Support Services Available at Post-Secondary

    Support Services Available at Post-Secondary

    Each post-secondary school will have a range of services to support students with disabilities and the wider student population.  These services provide an excellent source of support for students (and are often underused). Students are highly encouraged to take advantage of these resources, and a description of services that may be provided at post-secondary school is given below.

    ACADEMIC ACCOMMODATIONS

    Disability Advisors at each school review the documentation of students with disabilities and determine which accommodations each student needs. Types of accommodations may include:

    • Extended time on exams
    • No more than one exam per day
    • Access to a computer or spell check on exams
    • Note-taker in class
    • Sign language interpreter
    • Alternate format material (ex. Braille)

    It is important to remember that the laws that regulate accommodations at college and university are different than those for high school. Many post-secondary institutions require more specific and comprehensive documentation to show proof of a disability than is required in high school (especially for ADHD and learning disabilities). Incoming students will not automatically receive the same accommodations at college or university that they received at high school. To discuss available accommodations, students should contact their post-secondary school directly.

    DISABILITY SUPPORT SERVICES

    Many colleges and universities offer other services that cater directly to students with disabilities. These may include:

    • Summer Transition or Orientation Programs: some schools offer workshops for students with disabilities to help them prepare for life at post-secondary school; these programs range from one-day events to week long transition camps
    • Appointments with a Learning Strategist: many schools employ learning strategists in their OSD, to help students with disabilities develop strategies to improve their learning and study skills
    • Peer Mentoring: some schools offer peer mentorships with upper-year students who also have disabilities; these mentorships allow students someone to go to for advice and information about navigating post-secondary life
    • Tutoring Services and Academic Support: some schools may offer academic support that is available specifically to students with disabilities

    OTHER SUPPORT SERVICES

    Colleges and universities offer a wealth of support services to meet the diverse needs of all of their students. These services often include:

    • Student Health Centre: the health centre may be drop-in or by appointment only, may be able to offer all of the same services one would receive from a family doctor, or may offer more limited services (with referrals available to community practitioners)
    • Counselling Centre: support and counselling for students that need help regarding anxiety or mood problems, relationships, depression, substance abuse, or other personal crises
    • Library and Reference Workshops: resources and workshops on how to find and access materials in the library for research or other projects, as well as how to properly cite and reference one’s work
    • Peer Tutoring, Writing/Academic Centres: support for students’ writing (essays, research projects) or other academic courses
    • First Generation Student Centre: support for students whose parents did not attend college or university
    • Career Services: a resource centre providing job boards and career listings, sometimes including placement services, and resume-writing support
    • Child Care Services: on-site and/or subsidized child care is available at some post-secondary schools
  • Offices for Students with Disabilities

    Offices for Students with Disabilities

    Educational institutions have a legal obligation to provide reasonable accommodations that promote equity for people who have disabilities. To adhere to their legal obligation, provincial/territorial governments provide publicly funded colleges and universities with operating funds to set up special services for students with disabilities.

    Note: Ontario colleges and universities use different names for their office which provides services to students with disabilities.  Many of the names of these offices use the word ‘disability’ or ‘accessibility’, such as Disability Services Office or Accessibility Centre.  The word ‘accessibility’ is becoming more commonly used, as it reflects that the emphasis should be on the environment rather than the individual to adapt and become accessible.

    For the purpose of this guide, we have chosen to refer to the disability/accessibility centres as the “Office for Students with Disabilities” or OSD.  We’ve chosen this name as it is clear and descriptive of the purpose and role of this office. The specific name and location of the centre at each college or university can be found on the school’s website in the Colleges and Universities sections.

    WHAT KIND OF SERVICE DOES THE OSD PROVIDE?

    Staff at Offices for Students with Disabilities assist students in a variety of ways. Given that each student’s needs are unique, services and accommodations are established on an individual basis and based on the documentation of the student’s disability. A complete list of services and required documentation will either be available on the website of each post-secondary institution or by contacting them directly.

    WHAT ARE THE RESPONSIBILITIES OF THE OSD?

    • Assess requests for accommodations, on the basis of each student’s submitted documentation
    • Recommend and provide reasonable and appropriate accommodations, academic adjustments, and/or support services for students with disabilities
    • Provide information regarding policies, procedures, rights and responsibilities to students with disabilities in accessible formats upon request
    • Assist students in communicating with faculty (when needed) about their disability and required accommodations
    • Maintain confidentiality of all information pertaining to a student’s disability

    WHAT IS THE REGISTRATION PROCESS AT THE OSD?

    • When possible, contact the OSD before classes start to make a face-to-face appointment
    • Submit all required documentation to the OSD prior to the appointment (according to the school’s policies)
    • Attend the appointment to create an accommodation plan based on the submitted documentation

    WHAT DOCUMENTS WILL THE OSD REQUIRE?

    Each institution will have its own policies and procedures regarding the required documentation to show proof of a disability. Staff at the OSD can assist students in obtaining up-to-date documentation or assessments as needed. Be sure to check with the OSD at each institution to determine specifically what documentation requirements that they have.

    Some common requirements are:

    • Learning disabilities: a recent psychoeducational assessment (conducted within the last 3-5 years)
    • Attention Deficit Hyperactivity Disorder (ADHD): a diagnosis by a psychologist, psychiatrist, or physician with appropriate training in neuropsychological disorders
    • Autism Spectrum Disorder (ASD): a medical form or letter from a qualified specialist or a psycho-educational assessment
    • Physical and medical disabilities, and mental health disorders: a medical form or letter from a qualified specialist indicating the student’s diagnosis, limitations, and recommendations for academic accommodations
    • Deaf or hard-of-hearing: an audiologist report
    • Blind or low vision: CNIB registration number
  • Campus Disability Services

    Campus Disability Services

    If you’re a student with a disability looking at your post-secondary options, we’ve provided a handy link to the NEADS website where you can access information about campus disability services all across Canada.

    NEADS EdLink is the most comprehensive Canadian directory of college and university disability service providers and links to service centre websites, with listings from coast to coast. Each entry provides current contact information for service providers at Canadian post-secondary institutions. The links to disability centre websites allow access to detailed information on accommodations, physical access, services and supports.

    Access the Campus Disability Services search engine via NEADS on their website.

  • Transition Programs for Students with Disabilities

    Transition Programs for Students with Disabilities

    One of the best ways students can get a sense of what to expect when beginning a post-secondary program is to talk with people who have first-hand experience in such programs. These people may be instructors or administrators at the college or university you plan to attend, or they could be other students who have already made the transition to postsecondary school.

    Transition programs are available in many parts of the country, and offer students the opportunity to gather information on the post-secondary experience. There are also initiatives that assist in the transition from school to work, providing valuable opportunities in a workplace environment. Most of these programs are led by students, professors and others from colleges and universities, and some even give participants the chance to spend time living in campus dormitories. Transition programs other than the ones listed here may be available. Contact your local postsecondary institutions to ask if they offer such opportunities.

     

  • Motivation Management with ADHD

    Motivation Management with ADHD

    Time management always makes me think of having to manage time to work, get things done, tackling my to-do list. Boring! And having an ADHD wired brain, if things are boring they are unlikely to get done. So managing time often does not happen. There is always something more fun that is on my list of things I “should” get done. Always something that takes my full attention and makes me unaware of time passing that I had planned to use to get something more mundane accomplished. Sometimes I get things done from my to-do list and I am really efficient about it. But when does this actually happen?

    I decided to start tracking when I was actually working on my to-do list. What did I do before these moments of focus and productivity? What did I do after? Sleep was a big one. There are some days that I wake up after having slept really well and I have time to get stuff done. My mind is clear, my energy is good, I am wide awake, and everything in the house is quiet. I don’t even need coffee to get me going on these mornings! Exercise is another one (I hear you groaning!). It’s true if I have a good workout. I need to sweat, have fun, and feel rejuvenated (not wiped out), then I am ready to go. A good workout makes me feel happy, focused, and energetic. Sorry to my office mates – there are times I skip the shower and sit right down and get working on my list of “stuff.”

    If you’re like me another great motivator to get stuff done is Play. If I have to get something done in order to have fun, I get to work. If I get to go on vacation after I send in a report that I have been putting off writing, that report gets finished so I can pack and leave. I admit that sometimes I wait until the last minute, but if I have a deadline that involves having fun, I will have ALL of my work done on time.

    I actually have my clients build their own time management strategies once they figure out what motivates them to get the “stuff” on their lists done. They use alarms on their phones, watches, clocks, paper planners, phone a friend, diet, exercise, various forms of to-do lists, incentives, consequences (no one has used electric shock yet, thankfully), and other forms of accountability. One thing I notice is if the focus is only on the work, most of the time they get little done.

    How do you use fun to motivate you to manage your time? This week notice each time you get “work” done. How did you do it? Did you make a deal with yourself? Was there a deadline? Did you eat well, get good sleep or go to the gym? Let us know what helps you “manage time.”

  • Becoming a Self-Advocate

    Becoming a Self-Advocate

    “You’re hired for your strengths not for your deficits or challenges. Your focus should be on what you can do and on articulating that to the potential employer” – Julie Ouellette, Disabilities Counsellor, Paul Menton Centre, Carleton University

    What is self-advocacy?

    Self-advocacy is essentially about knowing yourself, being able to promote yourself and your skills while speaking to any challenges you may face because of your disability, and being able to request the accommodations you need.

    How to become a successful self-advocate

    Self-advocacy is a skill that is developed. It takes practice. It’s not just enough to know what skills you bring to the job market and what accommodations, if any, you need to help you succeed, you need to be able to clearly and effectively communicate this to a potential employer. Self-promotion can feel a little awkward or uncomfortable so practicing this skill is key. You want it to feel and sound natural.

    Tip: If you want help practicing this skill or just want some feedback, be sure to check with your

    campus’ disability services office or career services. The advisors are there to help you.

    Identify your disability

    To promote your strengths and skills and to know whether a position will pose any challenges for you means you need to understand your disability. What is it? How does it impact you?

    Know what you want to promote. Take stock of your skills and your strengths:

    • What do you have to offer an employer?
    • What are your best strengths?
    • Why would you be a good fit for the position?
    • Why would you be a good fit with the company?

    Again, if you need help determining what your strengths are, there are a number of resources you can turn to:

    • Career Services – an employment advisor can help you take stock of your work, volunteer, recreational and educational experiences to determine what skills you’ve been honing. They can also help you communicate these skills effectively in written form (résumés and cover letters) and in person (interviewing skills).
    • Previous Employers – if you have a good relationship with a previous employer (whether it was paid or unpaid work), talk with them and find out what they see as your greatest strengths.
    • Friends & Family – ask them what they see as your greatest strengths.

    Do your homework. Know what types of accommodations are helpful to you

    Know what accommodations you need. If your accommodation requires the employer purchasing something, do your research and find out what the cost is and where the accommodation can be purchased. And, advises Ouellette, “Try to have alternatives. Giving employers options often makes it easier to implement the accommodation.”

    Be able to articulate your needs clearly

    When it comes to requesting accommodation, know that it is your RIGHT to ask for the accommodations you need. And, remember that you do NOT ever have to disclose the nature of your disability to request an accommodation; all the employer needs to know is what accommodation you require.

    “It’s important to be able to look at the job description and know that you can perform the essential requirements of the job. If you can perform those key requirements, then know that it’s your RIGHT to request the accommodation,” adds Ouellette.

    Cons of not asking for a necessary accommodation

    Ultimately, the decision as to whether or not you request an accommodation lies with you. It is important to consider that not requesting an accommodation you need could lead to failure on-thejob.

    “If you neglect to make that disclosure and there is a health concern that potentially endangers yourself and your coworkers, you would be in a difficult situation,” says Charlie Matjanec, Employment Advisor, Disability Services at Conestoga College’s Kitchener campus. He adds, “If you’re not asking for the accommodation, you’re giving away an advantage that you are legally entitled to and that you worked hard to give yourself. But, you always have the right to not say anything.”

    Deciding when to request an accommodation

    Deciding when to request accommodation depends on a variety of factors and is completely up to you. But, there are some things you should take into consideration:

    1. Will you need accommodation during the interview process? I.e. Do you need to ensure appropriate access to the interview location? If so, it is advisable to request the accommodation up front so neither you nor the employer is put in a difficult situation.

    2. Do you need accommodation during written tests? The recruitment process can involve written tests, especially if you’re interviewing for a government position, so if you need extra time to complete a written test or require adaptive technology to do so, you might want to seriously consider requesting the accommodation beforehand. If you don’t, your poor performance will likely be attributed to weak skills.

    What if I don’t need accommodations during the interview?

    “If the offer has been made, this is a really good time to consider making the request,” says Matjanec. “You have already proven that you have the qualities that they’re looking for. The employer has a legal obligation to accommodate if the candidate chooses to accept the job. If an employer offers you the job, what has changed when you say, ‘That’s great. I’m going to ask you for some adaptive technology on my computer because that is how I’m best able to do my job.’? This is where advocacy comes in, the more that you are able to project that you have faith in yourself, the more the recruiter will believe you. If you’re hesitant, it will come across in the same hesitant way.”

    Ouellette adds, “You don’t need to tell everyone. You may be able to just tell your direct supervisor. ‘Okay, this employee needs a desk that is three inches lower.’ Not a big deal.”

    For individuals who want to ensure that the workplace they enter is inclusive, one can also apply for jobs in the science and technology fields through organizations that match individuals with disabilities within these sectors. Utilizing local disability service providers may be an effective way to be certain of applying for jobs that are inclusive.

    Lastly, remember: all employees and job seekers have legal rights. Knowledge is power, so knowing what rights employees have is crucial. If discrimination within the workforce occurs at the interview stage or during the time of employment, there are organizations across Canada that assist in helping individuals build cases to fight against inequality.

  • Residence and Campus Accessibility

    RESIDENCE ACCESSIBILITY
    Most residence buildings offer accommodations to students with disabilities or other special needs. During the residence application process, there is often a Special Needs Form that students can complete and submit with their residence application. Residence accommodations may include:

    Wheelchair accessible room and bathroom
    Visual fire alarms
    Carpet-free rooms
    Extra-long beds

    Universities and colleges will generally do their best to accommodate for the needs of students with disabilities or other special needs. However, it is important to note that residences are high-density living environments, and it can be difficult to accommodate for all special needs, particularly for students with environmental health concerns.

    For specific information about accommodations in residence, students should contact the housing department at their college or university.

    CAMPUS ACCESSIBILITY
    Campus buildings are required to have accessible entrances, washrooms, and parking available. Some campuses may provide detailed information about accessibility online, whereas other schools may not have a map showing all accessible features. For specific information regarding campus accessibility, students should contact the Office for Students with Disabilities.

    TRANSIT
    Many schools provide students with a transit pass through fees included in tuition. Most cities offer accessible buses on their regular routes, or they have options for riders that have other accessibility needs.