How does a learning skills specialist collaborate with SAS staff to facilitate holistic student...?
- Suyoung Kim
- Jun 4, 2023
- 3 min read
#support #program #learning #disability #policy #humanright #code #healthcare #system #stability #learnig #strategies #Students #Accessbility
How does a learning skills specialist collaborate with SAS staff to facilitate holistic student learning successfully? "We are here to grow" But NOt to win
Questions/discussion topics can include:
1) How can I create an open environment for students to communicate their needs? To make an inclusive learning environment, I can help start a transition program with a “colour festival to show their own learning identity" and speak up about what their disability makes their learning difficult using infographic production. When students with a disability are welcomed to their weak areas, it is better to make the annual plan after having effective consulting with students' inclusive learning accommodations.
2) What do I do if I notice that a student is falling behind with their assignments, and I am worried about their ability to finish the course? To help students who are hard to catch up on their assignments, I will give them a pink sheet to check their learning problems like emotional, memory, trauma, conflicts or any other all sort of psycho-educational assessment. I will double-check what they believe about their possibilities such as self-advocacy, self-care, and strength-focused mindset after helping them to make an empathy map about their hardship and worries by checking their main issue.
3) What can alternative options for participation look like for students who require this as accommodation? Students can take one and one transition program options to check their precision, and desirable needs if there are comorbidity to deal with multiple areas to support relations with the learning support. Alternative options would be the form of a survey on what kinds of DI, UDL, and Assistive tools are the most influencer to enhance their difficulties in their learning from their secondary school. Because it will make a better understanding of what their learnings with specific scaffolding were useful and prepare for their future learning improvements.
4) How can I best support a student when they require an extension, and the work is scaffolded? I think when students require an extension for the summer transition program, the accessibility advisor and learning skills specialist can give them Google shared documents after applying their learning styles and current questions. If they show difficulties with research or critical thinking skills, I will bring the mini-lesson resources and visual steps on how they apply their simple knowledge of their faculty courses into each assignment to meet weekly goals.
5) How can I refer students to SAS? I think sample checklist questions about how their level of learning difficulties and disabilities should be treated to identify their disability or any other accommodations. SAS accessibility advisor to have a meeting with examining the disability policy in terms of their psycho-educational assessment will be recommended and tiered as the experts’ memorandum after the students submit the forms or any other Learning and writing center staff’s recommendations. As I am the learning skills specialist, I would make the tiered approach learning advice for them if they are unsure about their referring and referring questions about how their learning difficulties are serious and general steps would be working. I will have a suitable time-to-time virtual meeting for the students with LSW staff and SAS Staff when I consider which supportive programs would be suitable for the students in terms of what they require and personalized learning strategies.
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