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Tag: learning disability

  • 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.

  • 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.

  • The Top Five Things High School Students With LD Should Do Before Graduation

    The Top Five Things High School Students With LD Should Do Before Graduation

    Are you a soon-to-be high school graduate? If so, congratulations! But if you have a learning disability (LD) or ADHD, there are a few things you need to do before you don your cap and gown. Read on to make sure you’re prepared for success in your post-high school educational journey.

    Learn about the differences between high school and post-secondary services for students with disabilities. (College is a whole new ball game…and you need to know why!)
    You probably already know that post-secondary education (college or a career/technical training program) is going to be very different from high school. But one thing you might not know is that your experience as a student with a disability will change too. Some students (and their parents!) are surprised to learn that there are no IEPs after high school.

    Instead, you’ll need to request help on your own—and some of the services or supports you might have depended on in high school may not be available at college or may be very different. Take time now to learn about the differences you will encounter so you can start strong and ready for success.

    Become an expert on your own LD.
    Do you know your areas of strength and weakness? Could you tell others what areas of learning your disability affects, and explain the impact it has on your performance in school or at work? Have you thought lately about what learning strategies or accommodations work best for you? Now is the time to become an expert on your own learning.

    Once you graduate, getting what you need in school or the workplace is on you: not your parents, special education teachers, or other school staff. The more you know about the way you learn and what supports you might need, the better prepared you will be to self-advocate. Before you leave high school, talk to your parents, teachers, tutors, and guidance counselors to learn more about your LD. (Reputable websites like LD.org can also help you get a grasp on the basics!)

    Gather your files. (Hey, no one said growing up would always be exciting.)
    You’ll need a file with all of the information related to your LD. Your parents may already have a file like this—now, it’s time for you to get involved! Get a big folder or a binder and make sure it contains your:

    • Psychological and educational evaluation records
    • Most recent IEP or 504 plan
    • High school academic records (transcript, standardized test scores including SAT or ACT results)
    • Medical records (if related to your academic progress—for example, if you take medication for ADHD)You’ll need some of these records to obtain accommodations or services in college.

    Also, as you move on from high school, it’s likely that you’ll be working with new professionals (like tutors, doctors, or therapists) who will want to know your LD history. Having all of these documents in one easily accessible place will make this time of transition go more smoothly. If you’re moving away from home for your studies, make sure to bring copies with you.

    You’ll need some of these records to obtain accommodations or services in college. Also, as you move on from high school, it’s likely that you’ll be working with new professionals (like tutors, doctors, or therapists) who will want to know your LD history. Having all of these documents in one easily accessible place will make this time of transition go more smoothly. If you’re moving away from home for your studies, make sure to bring copies with you.

    Get in touch with Disability Services at your college or post-secondary program.
    After high school, you must request any assistance you need for your LD…no one will “find you” and sign you up for services. Colleges and other post-secondary programs have resource centers on-campus for students with disabilities, which may be called “Office of Disability Services,” “Disabled Student Services,” “Special Services,” or another name. If you plan on getting accommodations or services in college, you’ll work with this office to arrange them. Before you arrive on campus, get in touch with the staff at your college’s Disability Services. Find out what specific services are offered. You’ll want to know where to go for help before you need it.

    To qualify for assistance, you’ll need to provide documentation of your disability. Be sure to ask for specifics on what documentation your college or program will require—they will have specific guidelines regarding the type and age of evaluation reports you submit. Work with your parents and high school guidance counselor to make sure your current documentation meets your college’s standards—and if it doesn’t, to obtain any new evaluation you might need.

    Be prepared to self-advocate.
    We can’t say it enough: once you graduate from high school, you take on the responsibility of speaking up and taking actions to get your LD-related needs met. This can sound overwhelming, but the good news is that many high school students already are strong self-advocates! If you’ve been attending your IEP or 504 meetings, talking to your teachers about any accommodations you need, and requesting extra help when you need it, you’re well on the way to developing the kind of self-advocacy skills that will help you in college and beyond.