Summer Programs
Postsecondary Transition (Grades 10-12)
In Ontario, students with a disability, including learning disabilities, ADHD, and ASD, are nearly 24% less likely to attend university when compared to students without a disability. Those students who do attend are more likely to attend college (Brown & Parekh, 2010; Finnie et al., 2011).
Students with learning disabilities, ASD, and ADHD report being unprepared and overwhelmed by the increase in responsibility and the workload, and lack of academic support, and experience more problems academically (Arscott, 2013; Tsagris & Muirhead, 2012).
Students with disabilities face unique challenges when entering postsecondary education and have lower transition rates to postsecondary education (Brown & Parekh, 2010).
The opportunities for students with disabilities at the postsecondary level seem to be constrained, as relatively few transition successfully to postsecondary education (Sweet et al., 2012).
These students require strategies and academic skill enhancement to increase their capabilities and to improve and/or manage the impact of their disability.
Research has found that achievement gaps can be diminished, and academic achievement can be increased, if there has been “a sustained and deliberate focus on individual students’ strengths and needs, assessment for learning, and precision in instruction through evidence-informed interventions (Fullen, 2007).” Students with disabilities need support to develop academic and emotional coping strategies to meet the demands of (and ensure a successful transition to) postsecondary education.
Evoke’s Transition to Postsecondary program is a unique and personalized program offered to neurodiverse learners that focuses on helping students enhance their knowledge of how their disability impacts their learning.
Students are taught academic and executive function skills, strategies, and solutions that help them bypass areas of difficulty, understand how to access available resources, and learn how to make a successful transition to postsecondary studies.
This program requires a minimum commitment of 10 one-hour sessions over the summer.
Minimum Expected
Summer Commitment
10 Coaching
Hours
