SLD SUPPORT PROGRAMME HANDBOOK 2014/2015

Transcription

1 SLD SUPPORT PROGRAMME HANDBOOK 2014/2015 PRODUCED BY: DISABILITY SUPPORT SERVICE, UCC EUROPEAN SOCIAL FUND

2 Office Hours Tel Location Mon, Tue, Thurs Disability Support Service Wednesday Closed in Afternoon South Lodge (Behind Boole Library) Friday Closed in Afternoon Siobhan Colclough [Disability Advisor] Available to meet Students Wednesday- Friday South Lodge (Behind Boole Library) Boole Library See Library Website Main Campus AT Lab Monday- Thursday Friday Boole Library (Ground Floor) Disability Support Service South Lodge, University College, Cork Ph: Fax: Website: 2

3 What Are Specific Learning Difficulties?...4 Registering with the DSS...5 Assistive Technology (AT)...6 SLD Support Programme...7 Other Useful Supports...11 Practical Academic Advice

4 What are Specific Learning Difficulties? Disability Support Service The term Specific Learning Difficulty (SLD) refers to a difference, challenge or difficulty people have with particular aspects of learning. This umbrella term covers a wide variety of difficulties which include the following: Dyslexia: difficulty with words Dysgraphia: difficulty with writing Dyspraxia: motor difficulties Dyscalculia: a difficulty in performing mathematical calculations Asperger s Syndrome and Autism: emotional behaviour or even social communication difficulties. Attention Deficit Disorder, or Attention Deficit Hyperactive Disorder (ADD or ADHD): concentration difficulties with heightened activity levels and impulsiveness Audio Processing Disorder: relates to how effectively and efficiently the brain is able to use auditory information, especially that which contains language. These learning difficulties may affect a person s memory skills, motor skills and information processing skills and it is possible to be affected by a combination of learning difficulties. If you want to find out more about these difficulties please visit the DSS website If you are worried about any of the above difficulties please download our screening application form from our website, complete it and hand it into the DSS. Upon reading the application form, the Disability Advisor to Students with SLD may contact you for a screening appointment. More information on our screening programme can be found at 4

5 Registering with the DSS Disability Support Service The supports provided by the DSS depend on the level of your SLD, the needs identified at registration and the funding available. These supports are needsbased and will vary according to the individual students needs. There are two parts to registering with the DSS, an online registration form and an appointment with your Disability Advisor. You do not need to complete both parts to register with the DSS, but you must fill in the online registration form. Part A: The Online Registration Form The form is available at and takes approx 15 minutes to complete. When you submit the form online, you must also ensure that the DSS receives a copy of your verification of your SLD, such as an educational psychologist report, either through your DARE application or by handing it in person to the DSS. If you are in any doubt, please you Disability Advisor (s.colclough@ucc.ie). If you complete the Online Registration Form and do not seek an appointment your Disability Advisor, these are the supports you will receive. It is not compulsory to make an appointment with your Disability Advisor if you are satisfied with the supports listed below. Supports Available After Successfully Completing Online Form and Submitting Verification: A dedicated Disability Advisor in the DSS who will work with you to identify the supports you need to help you achieve your academic goals. Access to the Assistive Technology Lab in the Boole Library, where you can access software and hardware that will help you study in a smarter, more efficient way. Access to the Resources in Education, a study skills website, which gives you round the clock access to advice and tips for study. Specific Learning Difficulty Support Programme (for students with dyslexia, dyspraxia, dyscalculia, dysgraphia and ADD/ADHD) which includes Learning+, an academic skills programmes including study skills tutorial sessions, note taking training and assistive technology training. Notification of SpLD for exams. Students can collect stickers from the DSS to place on all timed written exams. You will also have access to the full range of university supports within the remit of Student Experience Office. For more information please see Part B: Making an Appointment with your Disability Advisor Not all students decide to make an appointment with their disability after registering online, as they may feel that the supports offered upon filling out the Online Registration Form are sufficient. If you decide to seek an 5

6 appointment with your Disability Advisor, the additional supports listed below can be discussed. You can ask to meet with your Disability Advisor when completing the online form or at any stage during the academic year. Supports Available to Students who follow up with an appointment with their Disability Advisor: Exam arrangements (Including) Extra time A shared/smaller venue on campus Technological assistance with note taking Subject tuition (in special circumstances) Assistive technology software Assistive Technology The DSS has an Assistive Technology Lab in the Boole library that has a range of equipment that can make studying easier and more efficient for students with SLD. When you register with the DSS you are automatically registered to use this lab and can access it via swiping your student ID card at the entrance. Equipment/Software available: Portable note taking devices Digital recorders for lectures Networked PCs, printing and scanning facilities A range of equipment to loan to students Advanced spell-check software Literacy software Mind-mapping software Text-to-speech software Voice recognition software If you are interested in finding out more about any of the items above please make an appointment to meet with a Disability Advisor. The lab is located on the Q Floor of the Boole Library. As you enter the library, proceed right after going through the barrier. Proceed across the foyer until you pass the staircase and lifts. The lab is located down a small corridor to the left. The Disability Advisor to Students with SLD runs training in various AT applications during the course of the academic year. Notice of these training sessions are sent to students via their student accounts and via the DSS website. All training takes place in the AT Lab in the Boole Library. 6

7 SLD Support Programme Disability Support Service The DSS provides a specialised Support Programme to students with SLD. The supports provided are needs based and can take the form of learning development, assistance with lecture notes, liaison with academic departments, and on occasion tutorial support. SLD Screening The DSS offers a screening programme for those students who feel they may have dyslexia or other specific learning difficulty such as dyspraxia or dyscalculia. Screening is offered free of charge to students, however the University does not fund the full cost of educational assessments if they are required to register with the DSS. The screening programme serves to inform students if they are showing indicators of an SLD and provide advice about the next steps that may be required. If you are concerned about the cost of educational assessments please speak to the Disability Advisor for Students with SLD. In order to avail of the screening programme, you will need to: 1. Complete the SLD Screening Application Form available from the DSS website 2. Hand the completed form into the DSS reception 3. Await to hear from the Disability Advisor if further follow up is needed Please note this may take several weeks at busy times 4. Attend for a screening appointment when requested to do so. These appointments take approximately 1 to 2 hours 5. Await the results of the screening tests 6. Meet with the Disability Advisor to discuss the results and seek recommendations for further action Using the Notification of Dyslexia Stickers Your advisor can inform you if you are entitled to use a Notification of Dyslexia Sticker in your in-term and end of semester examinations. Students must collect the sticker from the DSS reception desk prior to their exams and place it on their completed scripts (one sticker needed per script booklet). These stickers cannot be used on continuous assessment work. Please bring your student ID card with you and in the case of end of year examinations, your examination timetable. These stickers will alert the corrector to the fact that you are registered with the DSS and have a SLD. The DSS has published guidelines for those correcting the exam scripts of students with SLD. They are available on the DSS website Learning+ Learning+ is a programme designed to help students develop strategies to overcome difficulties with reading, spelling, writing, note-taking and exam preparation. It has two methods of delivery, classroom based study skills workshops (Semester 1 only) and individual study skills tutorials availed of through drop-in sessions. To attend either, simply refer to the timetables below and attend at the allocated time and place. There is no need to register. 7

8 Timetables for the Academic Year 2014/2015: Workshops are held in the Ros Cre room in the Student Centre Building Date Sept. 25 Time Workshop Assistive Technology for Study Description of AT software students can use in their studies Oct. 2 Note Taking 1 Assistive technology that can be used for note taking Oct. 9 Note Taking 2 Theories and Recommended Note Taking Models Oct. 16 Note Taking 3 Practical Note Taking Workshop Oct. 23 Time Management Skills to Get the Best out of your Time Oct. 30 Essay Writing How to Plan, Structure and Write Essays Nov. 6 Research Skills Locating and Gathering The Necessary Information Nov. 13 Referencing 1 Harvard and APA referencing style Nov. 20 Referencing 2 MLA, Footnoting, Chicago Style Nov. 27 Proofreading Skills and Strategies How to Spot Mistakes and Edit Your Own Work Dec. 4 Memory Skills for Exams Tips and Hints for Enhancing your Memory at Exam Time 8

9 Drop-In Tutorials Drop-in tutorials are held in the Ros Cre room in the Student Centre Building on the days below during both the first and second semester. Please note, no sessions are held during Raise and Give Week. Every Wednesday 3.00pm 6.00pm Every Thursday 10.00am 11.00am and 12.00pm-1.00pm Students are advised that these sessions are very well attended. We would ask that you arrive to the drop-in sessions prepared to make efficient use of yours and the tutors time. At busy times students may have to wait to meet the tutor. What doesn t Learning+ cover? Subject specific support Correction of essays and assignment content Counselling How to Make the Most of this Support Come prepared and know what areas you need assistance with Take an active part in your own learning Bring your own diary, notebook and pen to every session Examination Arrangements If examination arrangements are needed, you will need to arrange to meet your Disability Advisor to discuss examination support. In class test arrangements can also be discussed at this appointment. They need to be requested 1 week before the date of the exam by collecting an application form from the DSS reception (no late applications are processed). The deadline to request end of semester examination arrangements is outlined below. Arrangements cannot be put in place after these dates unless there are exceptional circumstances. First Semester Exams Deadline: 3rd October 2014 Second Semester Exam Deadline: 31 January 2015 It is strongly recommended that you contact the DSS promptly to confirm that your examination arrangements are in place if you are in any doubt. Support on Placement Help is also available through the DSS whilst students are on placement. You can discuss what support you may need and whether you wish to disclose your SLD or not with your Disability Advisor. It is up to you to decide, but remember people cannot support you if they do not know you require it. Early planning is the key to a successful placement. 9

10 Supports that could be available on placement include: Pre-placement visits Use of assistive technology Advice on how to manage your workload A request for spoken rather than written instructions Templates for report writing Extra time for report reading Careers advice Drop-in tutorial sessions to discuss useful strategies Library Support Staff in the library are more than willing to help you if you have difficulties finding a book or using library services. Please ask them for assistance. You will need your student ID card to access the library. Online catalogues are available to help you find books in the library. Also, previous exam papers are available on the library website. To use the catalogue please go to 10

11 Other Useful Supports Disability Support Service Peer Assisted Student Support (PASS) This is a UCC initiative that aims to enhance existing student-to-student supports in the university. PASS will focus on supporting first years in the coming year. A peer supporter can offer some practical help in dealing with things they have already gone through in their own studies. For more information visit Supports Offered within Academic Departments Your academic department often has several structures in place to support students. If you are struggling academically, students are asked to meet with their academic department in order to find out what supports may be available. If you would like to find out more please speak to your department or contact your Disability Advisor who can let you know what supports are available. Academic departments must also be contacted in relation to extensions for continuous assessment work. The DSS cannot provide these extensions. The Student Experience The office of the Student Experience offers a range of supports and services. They include: Access Programme comprising: Disability Support Service; Mature Students; UCC Plus+ Accommodation, Student Societies & Conferencing Service Career Services Chaplaincy Sport & Physical Activity Student Counselling & Development Student Health For more information visit 11

12 Practical Academic Advice Disability Support Service How Students with SLD Learn Best Students with SLD need a very structured learning environment. In summary students with SLD learn best when: They use multi-sensory approaches. For example visual and auditory materials Build their skills gradually They use what they already know and have learned They study information that is relevant or relate the information to examples they know They use repetition and over learning to compensate for poor memory skills They use Assistive Technology to speed up the time it takes to complete tasks They chunk and group information They play to their strengths They ask for assistance Learn appropriate academic skills What are study skills? Study skills are the essential skills needed to do well in an educational setting. These skills include reading, writing, math, research, computer skills. Study skills are necessary for being successful in attaining a college education. In many cases they provide a sound platform for progressing in a professional career also. Preparing for exams and assessments is a large part of what is involved with study skills. Being aware of how to take and make good notes, employ solid study skills, organise and display good time management techniques are all important for daily student life. Being able to effectively prepare for exams through committed, organised and timely studying requires that the student's notes are neatly organised, legible, condensed, so they make sense to the student. The use of flashcards, mind maps, concept maps and being able to evaluate and improve studying methods after the exam are all necessary techniques that will make your studying life manageable. The following skills will help with preparing for that all important exam!!! WEBWISE STUDYWISE Prepare for an exam by getting enough sleep the night before, eating a healthy breakfast and make sure that your body is properly hydrated are before an exam. 12

13 Time Management & Organisation It is important that you develop effective strategies for managing your time to balance the conflicting demands of time for study, revising for exams and also to maintain a healthy balance in your life to include leisure time. What skills are required for effective time management? Set clear goals Break these goals down into discreet steps Review your progress that leads towards your goals Other skills involved include prioritising - focusing on urgent and important tasks rather than those that are not important or don't move you towards your goals; organising your work schedule; list making to remind you of what you need to do when; persevering when things are not working out and avoiding procrastination. If you have difficulties with any of the above skills please contact your Disability Advisor. Planning Assignments When you are planning assignments, prioritise organising your work schedule. Break each goal down into manageable steps. List the assignments you have and list their due date. Write this in your calendar or diary (or both!) Create a list of requirements for each assignment. Estimate the hours needed to complete each assignment. Then produce a timetable for each assignment and allocate different time slots in your planner when to complete these. Be realistic about your time allocation for each assignment Always err on the side of caution and allow extra time (if possible) to account for any possible interruptions. Then review your progress and amend your strategy to attain your initial goal Focus directly on urgent projects that need to be completed immediately. This will help lessen any stress or worry that has been impeding your progress Be aware of life factors which will inevitably impede your progress. Accept this and be flexible with your time; if you cannot complete what is set down in your timetable, re-allocate another time where you can maintain your progress and be easy on yourself. A timetable is there to guide your study not to dictate it! If you are stuck on a particular question or several questions; seek assistance as soon as possible. If you do not understand what the question is asking of you, it is better to clarify the situation immediately than leave it for later when the additional stress you were trying to avoid is now a reality. All tutors are more than willing to assist and clarify any uncertainties you may have. 13

14 Spelling and Grammar Points to Note: Always use the spell check on your computer or assistive technology to proofread your work. It saves time and will clarify the spelling of a word for you. Make sure your spell checker is set to UK English and not US English. Incorporate the use of the thesaurus on the word processor as it will benefit each assignment you do by increasing your use of alternative, possibly more appropriate wording. If you can, ask another person to proof read the document, after proof reading it yourself of course. Sometimes reading your own work aloud will help identify when a phrase or word does not sound quite right. It can be an advantage to have a notebook of spellings and word meanings that you may benefit from looking at from time to time, to increase your own vocabulary. This is excellent practice for college exams where you do not benefit from the use of a spell checker. You can notify your lecturer of your spelling difficulties in your written timed exams, except those that test spelling and grammar such as an Irish exam written in Irish. To do this please contact the DSS reception desk and ask for a Notification of SLD Sticker Reading and Note Making Reading and note making skills are essential skills to possess in proceeding with any course. If these skills are not in your primary methods of learning it is possible to organise recordings of each lecture. Computer applications or software can also be identified to assist with providing a learning mode that will suit you best. Strategies are used in order to ensure efficient reading and note making: Step 1: Read the chapters title, introductory paragraph and the end of chapter summary to familiarise yourself with the contents of the chapter Step 2: Note the chapter s headings and sub-headings Step 3: Take a brief look at the exercises at the end of the chapter to identify the question structure Step 4: Read the chapter in sequence to familiarise yourself with the contents and concepts of the chapter as a whole Step 5: Focus on the main critical components or studies of each chapter. Highlight the main ideas of the chapter. Highlighting is an TECHWISE Software applications such as Read active reading strategy that will and Write Gold will read electronic assist in focusing your attention text out loud for you. This speeds to the important points for up reading... Then software such studying as Inspiration can help organise your notes into concept maps 14 STUDYWISE Buy a small A- address book and write in spellings that you want to learn or that you know you have difficulties with. WEBWISE BBC Skillswise Is an online resource that includes exercises and quies for grammar, punctuation, spelling, and maths.

15 Step 6: Provide a visual representation of the chapter s concepts by making a concept map. Mapping is a valuable technique that is used for both visual and read/write learners. It provides links from one concept to another and displays a large amount of information in a concise and ordered manner Concept Map definition Population 1. agriculture 2. deforestation 3. transport Pollution 1. mining 2. power production 3. machinery man made causes natural Greenhouse gas emissions from permafrost and tundra Earth s natural climate cycle caused by Global Warming evidence from can be solved by leads to solutions Extreme weather conditions 1. violent storms and heatwaves effects / impacts Greenhouse gases in atmosphere 1. oceanic warming 2. coral bleaching 3. polar ice pack melting 4. glacial retreat Vote for political climate change activity Utilise renewable resources and non fossil fuel power production Reference Sources Cline W.R. (1992) Shanahan, D & Warren, M (2009, Oct. 1) 15

16 Note Taking For many students note taking is a difficult and disorganised procedure. However, there are ways to take notes that improves the quality of your notes and helps with information retention. WEBWISE iting_better_university_essays/ Glossary Use abbreviations when taking notes in class to save time Don t try and write everything down, it s impossible If you are unsure of a spelling attempt it and mark it with an SP and go back to it later when you have more time Use templates for note taking like the Cornell Method Use a Dictaphone to record the notes (with the lecturer s permission) Print out notes in advance if they are available Use a method that works best for you. If you are a visual learner use a concept map to aid learning. If you prefer to learn by rote learning maybe a rhyme strategy could be used to remember the text like a first letter mnemonic strategy. This learning strategy generates a label for each set of information Use Blackboard, an online notes system available at Blackboard.ucc.ie You can also do the ECDL course through Blackboard! Revision and Memory A mind map (concept map) provides an excellent way of improving the amount of study material you remember. It allows you to organise large amounts of complicated study material by connecting ideas together visually. How can I retain more information? Repeating terms, concepts or reading over information helps retain information over a longer term or permanently. Review your notes and lecture materials on a regular basis. It a valuable strategy used by many students to improve memory retention. Many studies have shown that reviewing notes at regular intervals does increase memory retention and that over time, less frequent review is needed. Frequent review of the study material can help retention, but over time, we still tend to forget what we ve learned. Cramming for exams may provide short successes but in the long term the information crammed will not remain in your memory store. An aid to increase memory retention the quality of the memory representation is important. The more you can connect new information in your mind with old information the more you will remember. Association Association of study material with things you already know will increase your memory retention. So when studying, if you do not use this association strategy for learning, you will need a regular repetition strategy otherwise you will have poor retention. 16

17 Meaningful connections and long term retention Trying to memorise everything is time consuming and does not advance our memory to retaining information over time. We need to relate our connections and draw connections between our existing knowledge and our newly acquired knowledge Using Audio With the growing popularity of multiple ways of learning, the use of audio by students is increasing. Audio can be an alternative to written notes especially for those students who find writing difficult and time-consuming and cannot get their ideas down in written format or those who learn and remember best by listening. This type of learning is much more flexible (study on the train, bus, whilst out walking). Students can either record notes themselves onto a dictaphone or computer based sound recorder and save them as an mp3 file or use a speech engine to convert typed text into speech. However, please note that students must obtain permission from their lecturer first. Please ask for a permission form from your Disability Advisor. Written Assignments The structure of an essay usually follows the outline described below. Always keep the question in mind and ask yourself what is it asking you to do? Also, familiarise yourself with the different question words such as those below: Sample essay structure The structure of an essay usually follows the outline described below. Always keep the question in mind and ask yourself what the question is asking you to do? Also get to know the difference between questions words such as describe, evaluate, discuss and analyse. 1. Introduction (5-10% of word count) Introduce the topic in the question and in a different format re-state the question, leading to identification with the main argument of your question. Then indicate the steps you are planning to follow in addressing the question and how you are going to arrive at your conclusion. 2. Body of the Essay (80-90% of word count) This is where you make your argument and back it up with reference to relevant research in the area. Make one point per paragraph and expand accordingly. Each section of your essay should be different from each other. Try giving each paragraph a subheading or theme to make sure your essay has a structure. There should be linking sentences from one paragraph to another. Your lecturer should be able to follow your argument coherently from start to finish. 3. Conclusion (5-10% of word count) Focusing on the main elements of your argument; summarise your ideas; make your conclusions and suggest your recommendations. It is good practice to mention, once again, the question as proposed. 17

18 Exam/Essay Words It can be difficult for students with dyslexia to appreciate the subtle differences in the meaning associated with the words used to ask exam or essay questions. It is important to note that different answers are required depending on the words used in the question. Please read the useful guide below. Define: give the exact meaning of a word or phrase, perhaps examine different possible or often used definitions Assess: determine the value of, weigh up - see also Evaluate How far/to what extent: look at evidence / arguments for and against and weigh them up in terms of their value Contrast: set in opposition in order to bring out the differences - you may also note that there are similarities Give an account of / account for: explain the reasons for / clarify / give reasons for Analyse: resolve into its component parts, examine critically or minutely Compare: look for and show the similarities and differences between examples, perhaps reach a conclusion about which is preferable and justify this Describe: give a detailed account of Explain: give details about how and why something is so Distinguish/differentiate between: look for differences between Criticise: make a judgement backed by a reasoned discussion of the evidence involved, describe the merit of theories or opinions or the truth of assertions Discuss: explain, then give two sides of the issue and any implications Justify: give reasons for a point of view, decisions or conclusions, and mention any main objections or arguments against Summarise: give a clear, short description, explanation or account, presenting the chief factors and omitting minor details and examples - see also Outline Compare and contrast: find some points of common ground between two or more items and show where or how they are different Examine the argument that: look in detail at this line of argument Outline: give the main features or general principles of a subject, omitting minor details and emphasising structure and arrangement Evaluate: make an appraisal of the worth / validity / effectiveness of something (but not so that it is your personal opinion and give evidence from course materials - see also Assess State: present in a brief, clear way Illustrate: make clear and explicit, and give carefully chosen examples This information was taken from 18

19 NOTES 19

20 WHO TO CONTACT Disability Support Service South Lodge University College Cork Ph: Fax: Website: Funded by: