Tag: Community

  • 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.

  • Scholarships and Bursaries for Students with Disabilities

    Scholarships and Bursaries for Students with Disabilities

    You’ve got big academic dreams – they’ve got the funds!

    Scholarships are “free money” given to a student for their college education—unlike loans, this money does not have to be paid back. Many private scholarships are available that grant money to students based on their particular strengths, interests, disabilities and other characteristics or qualities. Finding this money can be the hard part, but we’re here to help. The following is a select list of scholarships particularly for students with learning disabilities.

    The Marion Huber Learning Through Listening Award

    Three $6,000 and three $2,000 awards available to high school seniors with LD who demonstrate leadership skills, scholarship and a high level of service to others; must be a member of Recording for the Blind and Dyslexic (RFB&D).

    Incight Go Getter Scholarship

    A renewable $750 award available to high school students with physical, learning, cognitive, hearing, or vision disabilities.

    LD Resources Foundation

    Awards of assistive technology tools (ex. Kurzweil products, Dragon Naturally Speaking and MacSpeech Dictate, Franklin Dictionary) are available to college students diagnosed with LD and/or ADHD. Students must be enrolled at a college/university with the intention of pursuing an undergraduate degree.

  • 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.

  • Self-Advocacy for Students with Learning Disabilities

    Self-Advocacy for Students with Learning Disabilities

    There may be times when you’ll need extra assistance or special adaptations in high school, college, or at a job. When you were young, your parents or care-giver likely worked with teachers and other school personnel to develop a plan for your success. However, as an adult you will have learn to be your own advocate. It is important, therefore, to learn self-advocacy early on. Let’s get started!

    The following are steps you can take to help get ready for the transition into adulthood:

    1) Get to know your LD.
    Learn about your diagnosis. Ask yourself: How does my LD impact my learning? Are there specific things my teacher or parents have done that work best for me (did visual cues or having a note taker or even taping classes help with my learning)? Understanding your own LD and what accommodations have worked for you in the past will help you in college and in the workplace and will ultimately help you be successful.

    2) Think about your (big and small) goals for the future.
    What do you want to accomplish in your life? Do you want to go to college or are you planning to go directly to work? Do you know what career you would like to pursue? Write down your goals, and make sure to break it down into the smaller steps that will help you reach your bigger goals.

    3) If you are having problems, meet with your teachers.
    Becoming an advocate for yourself means you will need take initiative to solve problems. If you find yourself having problems keeping up or your grades are slipping, ask your teacher to meet with you after class to discuss your concerns and help you find solutions.

    4) Get to know your strengths and weaknesses.
    Understanding your strengths will help you work on your goals and may even help in determining your career choice. The point of understanding your weaknesses is not to highlight all of your faults (and we all have them), but is instead meant to understand which areas of your life need more attention or where you may need more assistance.

  • Scholarships and Bursaries for Students with Disabilities

    Scholarships and Bursaries for Students with Disabilities

    You’ve got big academic dreams – they’ve got the funds!

    Scholarships are “free money” given to a student for their college education—unlike loans, this money does not have to be paid back. Many private scholarships are available that grant money to students based on their particular strengths, interests, disabilities and other characteristics or qualities. Finding this money can be the hard part, but we’re here to help. The following is a select list of scholarships particularly for students with learning disabilities.

    The Marion Huber Learning Through Listening Award

    Three $6,000 and three $2,000 awards available to high school seniors with LD who demonstrate leadership skills, scholarship and a high level of service to others; must be a member of Recording for the Blind and Dyslexic (RFB&D).

    Incight Go Getter Scholarship

    A renewable $750 award available to high school students with physical, learning, cognitive, hearing, or vision disabilities.

    LD Resources Foundation

    Awards of assistive technology tools (ex. Kurzweil products, Dragon Naturally Speaking and MacSpeech Dictate, Franklin Dictionary) are available to college students diagnosed with LD and/or ADHD. Students must be enrolled at a college/university with the intention of pursuing an undergraduate degree.

  • Struggling Students under Stress: My Personal and Professional Perspectives

    Struggling Students under Stress: My Personal and Professional Perspectives

    As a student I struggled significantly with a reading and processing-related learning disability (LD) and, as a result, stress was a big part of my elementary and secondary school experiences. So it’s no coincidence that I’ve spent most of my professional life trying to understand how emotion affects children who struggle in school. Students with LD experience more negative emotion, depressed mood, physical complaints (like upset stomach), anxiety, and stress compared to their peers without disabilities. This is the cumulative impact of a student’s repeated experiences of failure in “one-size-fits-all” schools designed to meet the needs of the mythical “average” student and not adapted to the vast diversity among students in our education system.

    Emotion, motivation, and stress contribute greatly to students’ success or failure in school. How, then, did I — and others like me — become successful in school and in our careers? I’d estimate that seventy percent of my job involves reading and writing. Is it torture? Sometimes it is, but most of the time I love it because I find my work deeply interesting and personally meaningful. I still struggle with my weaknesses, but I work hard to leverage my strengths. You and your child can do the same.

    Noted stress physiologist and Stanford professor Robert Sapolsky points out that the mind can be an incredibly powerful tool for de-stressing the body. We feel stress when we perceive the environment to be bad or threatening. To decrease stress and negative emotion we have to either change our environment or change our perception of the environment. Most of us can learn to use coping skills to overcome stress. That said, sometimes a little stress can go a long way toward improving performance. Memory, flexibility in thinking, and goal-directed behavior can be enhanced by stress. But chronic stress can have devastating consequences on our health, happiness, and ability to be productive in learning and in life. Whatever strategies you and your child adopt to manage and leverage stress, success will ultimately depend on being consistent.

    You can start by making it a habit to ask your child how he or she feels about school. At the dinner table at my house we take turns telling each other about the “best” and “toughest” parts of our day. My husband and I model how to talk about our feelings and then our daughter follows suit. You can help your child build this skill through practice. Try asking questions like: • Why do you think that happened? • How did you feel? • What did you do when it happened? • What do you think you should do if something like this happens again?

    Most importantly, be a good listener. It’s less important to propose solutions than to be a sounding board and a safe outlet for your child to express his or her feelings about school.

    Successful adults with LD often describe having a passionate personal interest that propelled them emotionally through the stresses of formal education. For example, although I struggled with reading, I was deeply interested in science (especially neuroscience) and read everything I could find on the subject! Help your child find ways to pursue his or her interests and to develop self-understanding. Self-understanding allows children to gain control over their environment — leveraging support when they need it and monitoring their progress so that they can become happier and more deeply engaged in school. Certainly, individuals respond to stress in many varied ways, but we can all learn strategies that will help us manage and even prevent stress. And, for children with LD, having supportive adults can make all the difference.