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If you know of an individual in the state of SC that has been influential in making a difference in the life or lives of individuals with LD, please email us info@ldasc.org to tell us about this person. LDASC would like to acknowledge the difference individuals are making in the lives of others with LD.

Once a month, an individual will be randomly selected from all acknowledgements received. The person will be recognized on our website and our Facebook, Twitter, and blog accounts. The person will be honored for appreciation as LDASC's Volunteer of the Month from LDASC.

We want to help you honor those that make a difference in the lives of children and adults with LD.

Transition Topics

Recently four LDASC Board members (Analisa Smith, Ann Whitten, Anne Fogel, and Amy Gregory) attended the 51^st Learning Disabilities Association of America’s annual international conference February 19-22 in the heart of Disneyland in Anaheim, California.  Over 200 sessions were presented on various topics including instruction, advocacy, medical/environmental, parents/families, mental health, postsecondary, and technology to name a few.

The inclusion of information in this blog about postsecondary education and students with learning disabilities coincides with the “Transition Workshop-Making the Transition from High School to College” that LDASC and the Citadel are co-sponsoring on April 5, 2014 from 9:00 to 12:00 at the Citadel (See recent blog post.).  Following are summaries of two sessions from the LDAA conference that dealt with postsecondary issues. 

“Who’s in Charge Here?  Effective Transition to College for Students with LD/ADHD”

This session was presented by Arlene Stewart, Director of Student Disability Services at Clemson University.  The speaker started off by discussing students’ fears (i.e.: embarrassed about LD/ADHD or inadequate preparation) and assumptions we make about students transitioning to college (Do they have adequate skills in communication, interpersonal, decision-making, time management, and self-advocacy?).  The eight habits of highly successful learners (from Psychology in Education 8/25/13) were then presented as necessary components of success in college.  They are:  effort, engagement, skill development, participation, attendance, self-concept, persistence and enjoyment of learning.  Of particular importance for an effective transition to college, are the executive skills, some of which are working memory, time management, attention, planning and organization, and problem solving.  The speaker also gave an overview of the assessment tools used for executive functioning. The session concluded with samples of a list of tools for transition including “Questions About the College”, “College Survival Tips”, “Typical Accommodations”, “What Parents Can Expect”, “High School and College Comparisons”, and “Links to On-Line Information”.  (Some examples from the online links include: 

Do-It at: www.washington.edu/doit/resources/colleg.html

Helping Your Student Plan for College and a Career at:http://www.ed.gov/blog/2014/01/helping-your-student-plan-for-college-and-a-career/

Making the Transition to College:  A Guide for Parents at: http://www.aboutourkids.org/articles/making_transition_college_guide_parents_0

Transition Resources:  A to Z at: http://www.ahead.org/students-parents/parents

“Post-Secondary School Accommodations:  Who Receives Them and What’s Their Influence on Post-Secondary Completion for Students with LD?”

This session was given by Lynn Newman Ed.D of SRI International, Menlo Park, CA.  In it, she presented the findings based on the National Longitudinal Transition Study 2.  The study linked accommodations and supports received by students with Learning Disabilities with increased persistence and completion in college.  Some of the findings of this study included the following:  1) The percentage of students with LD who competed post-secondary schooling included 41% from any post-secondary school, 42% from a 2-year college, and 51% from career or technology education.  2) Disclosure of disability to post-secondary school:  69% didn't consider themselves to have a disability, 7% didn’t inform the school but admitted self-disability, and 24% informed the school and considered self to have a disability.  3) Difference in receipt of disability related accommodations and supports between high school and post-secondary school:  95% received accommodations in high school, but only 23% received accommodations for any post-secondary school; 57% received modifications in high school and 3% in post-secondary; 88% received academically focused service (i.e. tutoring) in high school and 12% in post-secondary; and 71% received other supports in high school and 4% in post-secondary.  Demographic results, self-determination scale scores, coursework taken in high school, and G.P.A. didn't seem to affect whether the students asked for support.  But students who had transition planning experiences in high school and post-secondary accommodations and supports specified on their transition plan had a more positive relationship with receipt of support services.  For the full reports, executive summaries, fact sheets, data briefs and data tables of this transition study go on-line to www.NITS2.org.