supporting apprentice success...•smart pen recorders to assist in note taking •scan pens to...
TRANSCRIPT
SUPPORTING APPRENTICE
SUCCESS
An over view
Funding for Apprentice Success Center
• Ontario Colleges receive targeted funding to support
learning disabilities in apprenticeship.
• Supports for Apprentices with Disabilities (SAWD) fund.
• The Apprentice Success Center (ASC) was created as a
one stop resource for apprentices and trades professors.
Learning Disabilities
• In the case of a learning disability the apprentice must
submit a copy of the most recent psyco-educational
assessment to formally receive accommodations.
• The ASC works to help locate documentation.
• From my experience a majority of the identified
apprentices are able to provide documentation.
Learning Disabilities
• If no documentation is available or if there is an indication
of a possible disability, then money from SAWD can be
used to generate an assessment.
• Temporary accommodations can be put in place.
In the Case of Other Disabilities
• The apprentice is supported in generating medical
information using the Medical Information Request Form .
• The apprentice can consent or not to release the
diagnosis to the College.
What are Common Accommodations
• Need for quiet test and exam space
• Need for extended time for tests and exams.
• Need for a reader for tests and exams.
• Access to technology such as reading and recording
tools.
Do Identified Apprentices Receive Supports
When Writing Their Licencing Exams?
• Both the Ontario College of Trades and the Ministry of
Advanced Education and Skills Development
acknowledge that supported apprentices will have access
to accommodations.
• Extended time
• Quiet space
• Reader or interpreter.
What About Supporting Apprentice Success
Over the Whole Population?
• According to the Learning Disabilities Association of
Ontario (Policy Statement on Students with Learning
Disabilities in Apprenticeship Programs June 2011) retrieved
from http://www.ldao.ca/wp-content/uploads/LDAO-Policy-Statement-on-Apprenticeship.pdf 2018
• A large number of persons with LD both identified and not
enter apprenticeship programs.
LODA Policy Statement Recommendations
• Creation and delivery of curriculum based on universal
instructional design.
• Creation of a more inclusive approach to tests and
exams.
• Distribution of information about learning disabilities and
the availability of supports
• Orientation to promote knowledge of available supports
and demonstrate strategies needed for effective learning.
Practices at Algonquin College
• Every intake (apprentices and professors) receives
awareness training including:
• What are learning and other disabilities
• What are learning strategies and how can they be used
to assist learning
• What technology can be used to assist learning
Practices at Algonquin College- Professors
• Awareness of different learning requirements in the
classrooms.
• Accommodating tests and exams on short notice.
• Providing supports to make material more assessable:
• Video equipment
• Smart pen recorders
• Document camera
Practices at Algonquin College - Apprentices
• Help to generate paperwork to allow for accommodations
• Short notice test and exam space
• Computers with text to voice to help in testing
• Smart pen recorders to assist in note taking
• Scan pens to assist in reading text
• Assisting in securing tutoring help
Learning Strategies and Assistive Technology
• Effective note taking using Cornell Pauk, Walter; Owens, Ross J. Q. (2010). How to Study in
College (10 ed.). Boston, MA: Wadsworth. ISBN 978-1-4390-8446-5. Chapter 10: "The Cornell System: Take Effective Notes", pp. 235-277
Learning Strategies and Assistive Technology
• https://www.livescribe.com/en-ca/smartpen/echo/
• http://www.scanningpens.com/c-pen_reader.html
Conclusions
• Many apprentices are successful when accessing
recommended accommodations.
• Apprentices who use learning strategies often see their
learning improve.
• Professors who are provided awareness and supports
are more receptive to understanding and supporting
alternative learning requirements.
Supporting Apprentices At Risk for
Learning Disabilities
LDANB
TAANB
Corinna D. McFeaters, University of New Brunswick
Dr. Lori Leach, Apprenticeship and Occupational Certification, Government of NB
André Deschênes, Learning Disabilities Association of New Brunswick
Background
Learning disabilities (LD) have significant educational, employment, and
economic impacts (StatsCan, 2012)
Learning disabilities over-represented in the skilled trades
0
10
20
30
40
50
60
70
80
90
100
With LD Without
disability
%
High School
Completion
0
10
20
30
40
50
60
70
With LD Without
disability
%
Post-Secondary
Completion
0
10
20
30
40
50
60
70
80
With LD Without
disability
%
Employment
Rate
K
5K
10K
15K
20K
25K
30K
35K
40K
With LD Without
disability
CA
D
Median
Income
Early Identification
Essential Skills Assessment
Newly redesigned to focus on most important Essential Skills areas:
Reading
Numeracy
Document Use
Problem Solving
Apprentices scoring below cut-off referred for further assessment
Early Identification
Screening for Success
Language
Personal & Family Situation
Education
Health & Lifestyle
Employment
Educational & Examination Supports
Instructional Interventions Exam Accommodations
Tutoring Private Sitting
Assistive Technology Reader
WES class Extended Time
Exam Analysis Assistive Technology
Interpreter
Multiple Sittings
Apprenticeship Training
Classroom
20%
On the
Job
80%
Contextualized Evaluation
Recommendations
Address potential job-related impacts
How likely to manifest on the job?
Manner in which it will affect workplace functioning
What supports/accommodations will facilitate job success?
Contextualized Evaluation
Recommendations
Hurdles to contextualization:
Evaluations focus on educational settings, rather than the workplace
Psychologists lack knowledge of trade-specific information
Job duties
Essential Skills
Information is available but hard to access and use
The Trade and Essential Skills Toolbox
Clearly outlined Essential Skill complexity ratings
Summary overview of the Essential Skill requirements for NB’s top 10 trades
Trade Snapshots for each of NB’s top 10 trades
Detailed information about most important Essential Skills
Examples of daily workplace tasks
Specific considerations for evaluation
Visual outline of Workplace Essential Skill requirements
Carpenter Trade Snapshot:
Most Important Essential Skills
Carpenter Trade Snapshot:
Daily Workplace Tasks
Carpenter Trade Snapshot:
Specific Considerations for Evaluation
Carpenter Trade Snapshot:
Visual Outline of Essential Skills Requirements
Trade Snapshots:
Informing the Apprentice & AOC
Estimate Essential Skill Level using visual outline
Estimate Challenge Level
Summary/Conclusion
Early intervention using ESA and SFS data has resulted in positive academic
outcomes
The Trade and Essential Skills Toolbox provides a clear step forward to
address workplace impacts of LD
Corinna McFeaters, Ph.D. Candidate
University of New Brunswick
Lori Leach, Strategic Initiatives Manager
Apprenticeship and Occupational Certification
Post-Secondary Education, Training & Labour
Government of New Brunswick
André Deschênes, Executive Director
LDANB-TAANB
Supporting Apprentices At Risk for
Learning Disabilities
LDANB
TAANB
Dawn Stanger
Canadian Apprenticeship Forum Conference 2018
Learning Disabled Assessment and Accommodations: Outcomes
Saskatchewan Apprenticeship and Trade Certification Commission
Map of the Presentation:
1. Who We Are
2. Learning Disabilities
3. Assessments
4. Accommodations
5. Outcomes
Learning Disabilities
Assessments
Accommodations
Technical Training – training provider
•Access to read/write software
•Tutoring
•Extra time for exam writing
•A separate, quiet room for writing exams
•A reader for an exam
During Journeyperson exams - SATCC
•Extra time for exam writing
•A separate, quiet room for writing exams
•A reader for an exam
•Chunking
Examples of Accommodations
Outcomes
• Studying outcomes for apprentices who received a LD assessment and some type of LD support
• Apprentices in study who received a LD assessment in 2011-12, 2012-13 and 2013-14
• Due to time lag to possible completion (most often 4 years) have 3 years of data to date
What, who and when?
53
60 61
51 52
46
0
25
50
75
2011-12 2012-13 2013-14
2011-14 LDAs, NUMBER AS OF JUNE 2017
Number of Assessed Apprentices Number of Apprentices Accommodated
Other Findings
• Most were between the ages of 24 and 35
• Majority were registered in the construction trades
• All were male
Questions?
