Access of students with learning Access of students with learning disabilities/challenges to higher disabilities/challenges to higher education: Issues and solutionseducation: Issues and solutions

Dr. Carla Di GiorgioDr. Carla Di GiorgioUPEI Faculty of EducationUPEI Faculty of Education

May 20, 2009May 20, 2009

Community Partners:Community Partners:

Dr. Audrey Penner, Holland CollegeDr. Audrey Penner, Holland College

Joanne McCabe, UPEI Webster Centre- Joanne McCabe, UPEI Webster Centre- Accessibility ServicesAccessibility Services

LD Association of PEILD Association of PEI

Research questionsResearch questions

1. What are the barriers to students with learning 1. What are the barriers to students with learning disabilities/challenges in post-secondary disabilities/challenges in post-secondary programs in PEI?programs in PEI?

2. What successful practices have helped 2. What successful practices have helped students?students?

3. How do educators at community college and 3. How do educators at community college and university view their role as teachers of university view their role as teachers of students with learning challenges?students with learning challenges?

4. What practices might improve the experiences 4. What practices might improve the experiences of students?of students?

Literature reviewLiterature review

Adults with learning disabilities and difficulties Adults with learning disabilities and difficulties have been studied in university and community have been studied in university and community college settings in the United States, but few college settings in the United States, but few studies have explored factors specific to studies have explored factors specific to Canadian populations. Canadian populations.

(Educational Policy Institute, 2006; Vogel and (Educational Policy Institute, 2006; Vogel and Holt, 2003). Holt, 2003).

"Learning Disabilities" refer to: "Learning Disabilities" refer to:

a number of disorders which may affect the a number of disorders which may affect the acquisition, organization, retention, understanding or acquisition, organization, retention, understanding or use of verbal or nonverbal information. use of verbal or nonverbal information.

These disorders affect learning in individuals who These disorders affect learning in individuals who otherwise demonstrate at least average abilities otherwise demonstrate at least average abilities essential for thinking and/or reasoning. essential for thinking and/or reasoning.

As such, learning disabilities are distinct from global As such, learning disabilities are distinct from global intellectual deficiency. intellectual deficiency.

Learning disabilities range in severity and may interfere Learning disabilities range in severity and may interfere with the acquisition and use of one or more of the with the acquisition and use of one or more of the following:following:• oral language (e.g. listening, speaking, understanding); oral language (e.g. listening, speaking, understanding); • reading (e.g. decoding, phonetic knowledge, word reading (e.g. decoding, phonetic knowledge, word

recognition, comprehension); recognition, comprehension); • written language (e.g. spelling and written expression); written language (e.g. spelling and written expression);

and and • mathematics (e.g. computation, problem solving). mathematics (e.g. computation, problem solving). • may also involve difficulties with organizational skills, may also involve difficulties with organizational skills,

social perception, social interaction and perspective social perception, social interaction and perspective taking.taking.

Factors affecting post-secondary Factors affecting post-secondary success:success:

level of academic achievement in the school systemlevel of academic achievement in the school system low self-esteem low self-esteem lack of occupational goalslack of occupational goals gendergender ageage literacyliteracy povertypoverty in some cases health issues, including mental health in some cases health issues, including mental health

issues such as anxiety, depressionissues such as anxiety, depression

Leads to…?Leads to…?

negative experiences in school systems negative experiences in school systems lead to lack of confidence in pursuing lead to lack of confidence in pursuing areas of learning which are challenging. areas of learning which are challenging.

students not having realistic students not having realistic understanding of their strengths and understanding of their strengths and weaknesses in pursuing post-secondary weaknesses in pursuing post-secondary programs leads to unrealistic goals (Reiff, programs leads to unrealistic goals (Reiff, 1997). 1997).

Very little research has explored teaching Very little research has explored teaching and other related educational practices and other related educational practices that help adult learners reach their that help adult learners reach their potential in accessing and succeeding in potential in accessing and succeeding in these settings (Butler, 2003; Towler, these settings (Butler, 2003; Towler, Wallace and Smith, 2000). Wallace and Smith, 2000).

Assessment practices and the transition Assessment practices and the transition from secondary school to post-secondary from secondary school to post-secondary need to be improved to allow for better need to be improved to allow for better access for students, and better sharing of access for students, and better sharing of information with students and educators information with students and educators (Ross-Gordon et al, 2003; Goupil et al, (Ross-Gordon et al, 2003; Goupil et al, 2002).2002).

Direct teaching practices, mentoring, Direct teaching practices, mentoring, strategy instruction, and organizational strategy instruction, and organizational skills have been found to help students skills have been found to help students and educators adapt their learning and and educators adapt their learning and teaching to better educate not only those teaching to better educate not only those students with learning disabilities but all students with learning disabilities but all participants in programs (Deford, 2006). participants in programs (Deford, 2006).

Several specific programs exist in Several specific programs exist in American universities which address American universities which address students with learning disabilities, but students with learning disabilities, but these practices need to be available to these practices need to be available to adults in basic education and community adults in basic education and community college settings as well (Covington, 2004).college settings as well (Covington, 2004).

In Canada:In Canada: Accessibility services in many universities allow students to Accessibility services in many universities allow students to

attend regular classes while providing supports such as attend regular classes while providing supports such as assistive technology and adapted testing to students.assistive technology and adapted testing to students.

Community colleges as well offer assessment, counselling Community colleges as well offer assessment, counselling and accommodations for students with learning difficulties.and accommodations for students with learning difficulties.

Associations such as the Learning Disabilities Associations Associations such as the Learning Disabilities Associations in each province advocate for students and inform them of in each province advocate for students and inform them of available services and occupational opportunities. available services and occupational opportunities.

BUT there is a BUT there is a lack of integrationlack of integration between these various between these various systems (Learning Disabilities Association of Canada, systems (Learning Disabilities Association of Canada, 2007). 2007).

Research aims of this study:Research aims of this study:

collect and connect knowledge on collect and connect knowledge on barriers facing students with learning barriers facing students with learning difficulties and their instructorsdifficulties and their instructors

provide educators with useful strategies provide educators with useful strategies for improving access and success for for improving access and success for students. students.

connect learning difficulties to other life connect learning difficulties to other life needs and issuesneeds and issues

StagesStages

1. Interviews with students at UPEI and Holland 1. Interviews with students at UPEI and Holland CollegeCollege

2. Interviews with instructors and professors at 2. Interviews with instructors and professors at UPEI and Holland CollegeUPEI and Holland College

3. Interviews with adults not in school3. Interviews with adults not in school

4. Workshops with instructors/students at both 4. Workshops with instructors/students at both institutions and at the LD Assoc.institutions and at the LD Assoc.

5. Develop recommendations and disseminate 5. Develop recommendations and disseminate

Stage 1: InterviewsStage 1: Interviews

UPEI students with LD: 8UPEI students with LD: 8 UPEI professors: 8UPEI professors: 8 Holland College students with LD/ Holland College students with LD/

learning challenges: 7learning challenges: 7 Holland College instructors: 7Holland College instructors: 7 Non-students: 1Non-students: 1

InterviewsInterviews

1. For students: what are the positive and 1. For students: what are the positive and negative experiences you have had as a negative experiences you have had as a person with a learning challenge? person with a learning challenge?

2. For instructors: What is it like to have a 2. For instructors: What is it like to have a student with learning challenges in your student with learning challenges in your class? How have you adapted your class? How have you adapted your teaching for this?teaching for this?

Results: Results: University studentsUniversity students

Many rely on the Accessibility Services office Many rely on the Accessibility Services office and this experience has supported them and this experience has supported them greatlygreatly

However, many students still do not like to ask However, many students still do not like to ask professors for extra supportprofessors for extra support

They want to be assessed like other studentsThey want to be assessed like other students Extreme determination to be self-sufficientExtreme determination to be self-sufficient Rely on support from family and friendsRely on support from family and friends Limited social lifeLimited social life

AnxietyAnxiety

My anxiety isn’t going to go away because I My anxiety isn’t going to go away because I can read a little better. Especially when it can read a little better. Especially when it comes to an exam and there’s somebody comes to an exam and there’s somebody watching every move you’re making…I don’t watching every move you’re making…I don’t have anxiety anywhere else in my life. But have anxiety anywhere else in my life. But when it comes to my schooling, I have huge when it comes to my schooling, I have huge anxiety. Like if I’m getting a test back, my anxiety. Like if I’m getting a test back, my heart’s beating. Even after the test is back and heart’s beating. Even after the test is back and I know I did okay, I still have anxiety and it I know I did okay, I still have anxiety and it takes me a while to calm down.takes me a while to calm down.

EmbarrassmentEmbarrassment

There’s a few that I met in class, some There’s a few that I met in class, some people I’ve seen there dropping off books people I’ve seen there dropping off books and stuff. Some people are really shy and stuff. Some people are really shy about it…really shy. Like one girl I met…about it…really shy. Like one girl I met…so I said to her in class, “So it was a so I said to her in class, “So it was a pretty bad scan, wasn’t it?” and her face pretty bad scan, wasn’t it?” and her face just dropped and she was like, “what do just dropped and she was like, “what do you mean?”… I guess I caught her off-you mean?”… I guess I caught her off-guard.guard.

Limited social lifeLimited social life

I don’t know- I’m not too into the social I don’t know- I’m not too into the social scene. Like, I like to keep on top of my scene. Like, I like to keep on top of my work and stuff. Most weekends I do work and stuff. Most weekends I do schoolwork and watch TV because I’m schoolwork and watch TV because I’m tired from working on schoolwork.tired from working on schoolwork.

University professorsUniversity professors

Difference between LD and ACE studentsDifference between LD and ACE students Adaptations are taken care of by Accessibility Adaptations are taken care of by Accessibility

ServicesServices Variance in ownership taken by professorsVariance in ownership taken by professors Adaptation of teaching?Adaptation of teaching? Variance in personal contact with students with Variance in personal contact with students with

LD LD Personal experiencePersonal experience Professional standardsProfessional standards

Lack of knowledgeLack of knowledge

One was that they wouldn’t give me my One was that they wouldn’t give me my accessibilities. They wouldn’t allow me to write accessibilities. They wouldn’t allow me to write my tests in a separate place or to use the my tests in a separate place or to use the technology. So I said, “fine. I won’t take your technology. So I said, “fine. I won’t take your course”. And the other one, it was mostly her course”. And the other one, it was mostly her lack of knowledge about learning disabilities. I lack of knowledge about learning disabilities. I told her I had one, and she- I think she thought told her I had one, and she- I think she thought I was blind or something because I said I was blind or something because I said learning disability. So I was just kind of learning disability. So I was just kind of annoyed with her that she wouldn’t take the annoyed with her that she wouldn’t take the time to know that…like blindness isn’t a time to know that…like blindness isn’t a learning disability. learning disability.

Professional resistanceProfessional resistance

And they actually denied that (extra time And they actually denied that (extra time on lab exam) because they said it was part on lab exam) because they said it was part of the (program)…I don’t know…But the of the (program)…I don’t know…But the way I understood it was that with way I understood it was that with (program), you have to have a certain (program), you have to have a certain amount of respect for the time frame, and amount of respect for the time frame, and they just weren’t going to accommodate they just weren’t going to accommodate that; they put it into their policy, I believe. that; they put it into their policy, I believe.

Equity?Equity?

He said to me “If I do it for you, I’d have He said to me “If I do it for you, I’d have to do it for everybody else”.to do it for everybody else”.

Role of professorRole of professor

I did have one that did become particularly clingy. She I did have one that did become particularly clingy. She wa sin my office twice a week when I taught her, and wa sin my office twice a week when I taught her, and then every week for the next two years. You know, just then every week for the next two years. You know, just dropping by. Eventually I just had to step back a little dropping by. Eventually I just had to step back a little and, not withdraw, but I didn’t want to be feeling like and, not withdraw, but I didn’t want to be feeling like her mother, and I expect from what she told me that her mother, and I expect from what she told me that she had a very abusive mother, psychologically, and she had a very abusive mother, psychologically, and certainly a very uncaring mother. So I didn’t want to certainly a very uncaring mother. So I didn’t want to become like a substitute mother for her, because it’s become like a substitute mother for her, because it’s just so inappropriate. But at the same time, she’d just so inappropriate. But at the same time, she’d sometimes come in and just be crying and just need a sometimes come in and just be crying and just need a hug- that’s what she needed. And so that it’s really hug- that’s what she needed. And so that it’s really hard to know where that line is drawn…hard to know where that line is drawn…

Personal empathyPersonal empathy

I think it could have been different I think it could have been different because in that time, my whole because in that time, my whole understanding of what a learning understanding of what a learning disability was- because I was doing all of disability was- because I was doing all of this reading because of my (child)…this reading because of my (child)…

Community College Community College studentsstudents

Life experienceLife experience Gender, familyGender, family DeterminationDetermination Lack of identification of LDLack of identification of LD Negative experience of schoolNegative experience of school Plans for futurePlans for future Need for supportNeed for support Health including mental health issuesHealth including mental health issues Large range of abilities and motives Large range of abilities and motives Medication effectsMedication effects

Tough lifeTough life

I got pregnant when I was sixteen; I got pregnant when I was sixteen; dropped out of school. Raising, I chose dropped out of school. Raising, I chose to stay home to raise my son. And as he to stay home to raise my son. And as he got older, I decided to try upgrading but got older, I decided to try upgrading but upgrading just wasn’t doing it so I hadn’t upgrading just wasn’t doing it so I hadn’t gone to school in eighteen years and gone to school in eighteen years and since my son passed away in (month), I since my son passed away in (month), I decided to try school again and I’m liking decided to try school again and I’m liking it and it’s good. Really rough, but-it and it’s good. Really rough, but-

Pass it on…Pass it on…

See, when I was pregnant for my daughter, I had a lot See, when I was pregnant for my daughter, I had a lot of prior, before I found out I was pregnant I had a …of prior, before I found out I was pregnant I had a …surgery, and I had lots of medications, so they thought surgery, and I had lots of medications, so they thought she was going to be brain dead when she was born, she was going to be brain dead when she was born, because of all of the medication. Come to find out she because of all of the medication. Come to find out she might have a learning disability from it and she might might have a learning disability from it and she might have thyroid problems from the medication when she have thyroid problems from the medication when she gets older. So I contributed with the medication, but I gets older. So I contributed with the medication, but I know that with learning disabilities and stuff like that, it know that with learning disabilities and stuff like that, it could be hereditary, I know there’s something could be hereditary, I know there’s something somewhere…but I want to try to nip it in the bud, so I somewhere…but I want to try to nip it in the bud, so I can help my kids so they can help their kids, you know can help my kids so they can help their kids, you know what I mean? what I mean?

Medication/motivationMedication/motivation

I wonder if it’s medication, she just is I wonder if it’s medication, she just is unfocused. You can look at her some days unfocused. You can look at her some days and say, you know, are you thinking? Most of and say, you know, are you thinking? Most of my other students, because we have a self-my other students, because we have a self-paced environment, if they hand me something paced environment, if they hand me something to be corrected they immediately move into to be corrected they immediately move into something else. (Student) always has to be something else. (Student) always has to be prompted. Is it because you’re unmotivated? prompted. Is it because you’re unmotivated? And there’s some of that too. And there’s some of that too.

Student quote: Student quote: mental healthmental health

I have to get past the problem of getting I have to get past the problem of getting into the workforce and staying there. into the workforce and staying there. And then with my bipolar it kinda throws And then with my bipolar it kinda throws me off, because if I miss any days then I me off, because if I miss any days then I lose the job. So it’s like a Catch-22. So I lose the job. So it’s like a Catch-22. So I have to work it out.have to work it out.

Family secretsFamily secrets

No, not a thing, no. I kept it hush, hush. No, not a thing, no. I kept it hush, hush. I kept it, because…”Well, mom, you I kept it, because…”Well, mom, you never did it, why should I do it?” So I never did it, why should I do it?” So I never gave them that ammo. I always never gave them that ammo. I always told them, I lied to them. I told them that I told them, I lied to them. I told them that I had my grade 12. Always did.had my grade 12. Always did.

Community college Community college instructorsinstructors

Plateaued learnersPlateaued learners Goals and abilitiesGoals and abilities Curriculum vs. peopleCurriculum vs. people Variety of programsVariety of programs Easy accessEasy access Limits to time in programLimits to time in program Self-paced learningSelf-paced learning Gender of teachersGender of teachers

Instructor quoteInstructor quote

People come in, have a lot of uh, some People come in, have a lot of uh, some teachers call it garbage, I don’t call it garbage. teachers call it garbage, I don’t call it garbage. Some teachers say, “Leave your garbage at Some teachers say, “Leave your garbage at the door” but to me it’s not, you get them as a , the door” but to me it’s not, you get them as a , they’re a unit and uh, you accept them as they they’re a unit and uh, you accept them as they are and if you have to take, you have to take are and if you have to take, you have to take their…Our students are the ones that probbaly their…Our students are the ones that probbaly fell through the cracks in the school system fell through the cracks in the school system and maybe they’ve had brushes with the law. and maybe they’ve had brushes with the law. Maybe they’re in debt…So we have people that Maybe they’re in debt…So we have people that have a lot on their plate.have a lot on their plate.

Themes and questionsThemes and questions

OwnershipOwnership StigmaStigma Assessment servicesAssessment services School experienceSchool experience Role of the university and community collegeRole of the university and community college Outside influencesOutside influences Future opportunitiesFuture opportunities Carryover into next generationsCarryover into next generations

AssessmentAssessment

So usually, you know, quite often if they So usually, you know, quite often if they have been tested it’s a relief. Sometimes have been tested it’s a relief. Sometimes to find out that there is something wrong to find out that there is something wrong as opposed to not knowing and not really as opposed to not knowing and not really wanting to look into it, but knowing deep wanting to look into it, but knowing deep down that there is something. down that there is something.

School experienceSchool experience

Well it’s funny it never got picked up in Well it’s funny it never got picked up in school, cause I struggled all along. And school, cause I struggled all along. And mom said that I fell into just the middle- mom said that I fell into just the middle- you know, I wasn’t overly smart, I wasn’t you know, I wasn’t overly smart, I wasn’t failing…they kicked me out (of resource)- failing…they kicked me out (of resource)- I was doing too good. But I was I was doing too good. But I was struggling- my mom realized I was struggling- my mom realized I was struggling and they just never, I wasn’t struggling and they just never, I wasn’t struggling enough, I guess.struggling enough, I guess.

DiscouragementDiscouragement

I guess this would have been in about I guess this would have been in about grade six, where she told me that I grade six, where she told me that I couldn’t go to a university, that I’d have to couldn’t go to a university, that I’d have to go to a college, ‘cause of my reading go to a college, ‘cause of my reading problems and stuff. So then I just wanted problems and stuff. So then I just wanted to go to university.to go to university.

CounsellingCounselling

Yeah I’m the first one from my family to Yeah I’m the first one from my family to ever graduate. So I didn’t have anyone ever graduate. So I didn’t have anyone to really give me guidance for university. to really give me guidance for university. So they had something called the first So they had something called the first year advisement.year advisement.

Future goalsFuture goals

To her, I think she wants, with the interest To her, I think she wants, with the interest situation, when they’ve had addictions and situation, when they’ve had addictions and mental health issues, then they want to go into mental health issues, then they want to go into that field…and so she sees herself as a crisis that field…and so she sees herself as a crisis counsellor and really doesn’t have the concept counsellor and really doesn’t have the concept to understand how much work that would be. to understand how much work that would be. They really feel that if you have the life They really feel that if you have the life experience, therefore you know how to deal experience, therefore you know how to deal with somebody else. So there’s that unrealistic with somebody else. So there’s that unrealistic disconnect there…She doesn’t have that, disconnect there…She doesn’t have that, “okay, I could do the job, but if I could do the “okay, I could do the job, but if I could do the job I wouldn’t be where I’m at”.job I wouldn’t be where I’m at”.

RecommendationsRecommendations

Earlier assessment and identification in Earlier assessment and identification in schoolsschools

Connection between parents and childrenConnection between parents and children Integration of education and health, community Integration of education and health, community

care and supportcare and support More technological supportMore technological support Closer look at teaching and personal supportCloser look at teaching and personal support Length of time in program; economic supportLength of time in program; economic support Transitioning to lifeTransitioning to life Opportunities to support othersOpportunities to support others

Helping othersHelping others

And he ended up firing her. And she And he ended up firing her. And she didn’t have an advocate in her life…and didn’t have an advocate in her life…and they fired her and I never saw her again. they fired her and I never saw her again. Yeah that’s pretty illegal what he did, I Yeah that’s pretty illegal what he did, I think- she was there for three weeks. think- she was there for three weeks. They never asked her. That was They never asked her. That was something that was pretty bad.something that was pretty bad.

LimitationsLimitations

Time for studyTime for study Range of students and Range of students and

instructors/programsinstructors/programs Differences between university and Differences between university and

community college programscommunity college programs LD vs. learning difficultiesLD vs. learning difficulties Gender in community collegeGender in community college

Thank youThank you

Dr. Carla DiGiorgioDr. Carla DiGiorgio 566-0365566-0365

cdigiorgio@upei.cacdigiorgio@upei.ca