Winding Down, Gearing Up

Image of sunny beach, with book, sunglasses, umbrella in the foreground.

“One benefit of summer is that each day we have more light to read by”.

Summer is upon us! I don’t know about you, but it feels to me as though the rest of the year is just one long prelude to what we’ve all really been waiting for: SUMMER!  And although recent weather in Essex County has been more like autumn than summer, IT IS SUMMER nonetheless.  Barbecues, beaches, boating, biking, picnics, cottages, swimsuits, vacations, and…well, lots of fun stuff to do.

Summer is also a time when many students and parents are anticipating a new chapter in their lives: transition from high school to college or university. Because I work with university students, helping them to make this transition smoothly and successfully has always been an interest of mine, and it’s a topic that has been addressed here fairly extensively. So rather than re-invent the wheel for this blog post, I thought it might be a good time to re-visit some good information that has already been posted here over the last couple of years. So here we go…

For a parent’s perspective on getting students accommodated at a post-secondary level, check out this article by Tammy Wilcox: Transitioning to University or College.

The transition process can look quite different from the perspective of the teacher. What Your Post-Secondary Teachers Need to Know, by college professor Kathy Hansen, offers some terrific insights that will be valuable to students and parents who are preparing for this transition.

Students and parents looking for information about the transition process and what they can do to make it smoother might want to have a look at Smooth Moves: Transitioning to University, as well as Transition: Smooth Moves Part 2.

Students looking for basic information about how to use their summer productively to get a good start on their college or university career should check out Don’t Stop Building Your Smarts.

And finally, are you interested in knowing the six qualities demonstrated by the students with learning disabilities who achieve academic success in college or university?  Then you may want to read Predicting Success (And Why Hope Matters).

Happy reading! Have a safe, happy, and productive summer.

I Can’t Hear What You’re Not Saying (Cracking the Non-Verbal Code)

Hand putting puzzle piece into place.

Making and maintaining solid social connections can be puzzling for kids who don’t understand non-verbal communication.

We communicate with one another in code. Somehow we’ve agreed that certain sounds and symbols in just the right sequence are going to represent specific things and ideas, and through the miracle of language we can share with each other what is in our minds.

But there’s much more to communication than just language. It has been estimated that anywhere from 60 to 90% of our daily communication is non-verbal. Think about that for a second; less than half of our communication comes from the words we use, while the rest comes from how those words are delivered. Now, imagine that you were never able to learn the secret code of non-verbal communication. Imagine that you are unable to receive any of the visual and non-verbal messages that are transmitted in a conversation, relying only on the words delivered in a robotic monotone with no inflection or emotion. Not only would you be missing most of the meaning behind attempts to communicate with you, but you would be severely limited in your attempts to express yourself to others. And if you can imagine that at all, then you have some sense of what social interactions might like for someone with a non-verbal learning disability (or any other condition that involves impaired non-verbal and social communication). You have imagined what it might be like to be Sheldon Cooper.

Black and white image of Dr. Shelson Cooper form the televsion show The Big Bang Theory.

Dr. Sheldon Cooper’s obvious social awkwardness is due in large part his inability to understand non-verbal communication.

Fans of The Big Bang Theory will know that it’s probably a lot of work to be friends with the Asperger-ish Sheldon Cooper. He has extremely poor social skills, tends not to understand jokes or sarcasm, is very concrete in his communication, and is constantly misinterpreting the social behaviours that are happening around him. He seems not to be very good at the non-verbal communication that lubricates our social interactions and conversations. And although this can make for a funny and entertaining half-hour of television, the challenge of living with this kind of impairment in the real world is daunting to consider.

In another blog article (“The Loneliest Kid on the Bus”) we talked about kids with social skills deficits, and how that often involves difficulty with non-verbal communication. But what is non-verbal communication, exactly, and what are we actually doing (often without realizing it) to communicate with each other non-verbally?  Well, it’s much more than just ‘body language’, and it involves things like:

  • our facial expressions (which can express emotion without our needing to say a word)
  • our eye contact (the length and intensity of which can express interest, boredom, hostility, affection, and which can be important for maintaining conversational flow)
  • our body movements and posture (the ways in which we walk, stand, sit, move, tilt our heads all say something about our mood and intentions)
  • our gestures (conversational hand gestures when we speak, symbolic gestures like a fist-bump or thumbs-up, and fidgeting or manipulating objects all convey information to our conversational partner)
  • our use of touch (a pat on the back, a touch of the arm, a strong/weak handshake, all contribute valuable information to a conversation)
  • our appropriate use of physical space (understanding the difference between public space, social space, personal space, and intimate space)
  • how we use our voice (including our use of volume, tone, inflection, timing, pace, pauses, and even our use of non-speech sounds to convey meaning)
  • our choice of words and phrases, and our understanding of the social context for using language
  • meta-communication (the use of any of the above to send a message about our message. For example, we might soften a sarcastic comment by smiling or winking)

So it’s not difficult to see how someone who constantly misunderstands or misinterprets this kind of information, and who may be missing more than half of the content that is being communicated, will be seen as having poor social skills. This might manifest in behaviours that can include:

  • a tendency to think and communicate literally and concretely (and therefore, a related tendency to misunderstand jokes, metaphors, idioms, sarcasm)
  • physical and social awkwardness
  • a tendency to miss or misunderstand social cues
  • a seeming ‘obliviousness’ to people’s reactions or feelings
  • a misunderstanding of appropriate social space (standing too close to people, making them uncomfortable)
  • a seeming inability to see the big picture, often getting lost in the details
  • poor conversational skills, changing the subject abruptly, or not using appropriate turn-taking in conversation
  • difficulty making friends

We all sit somewhere on the spectrum of non-verbal abilities, ranging from people with exceptional skills at understanding and using it in their interactions, to people who are completely unable to recognize or interpret this critical aspect of communication. There are a number of reasons why this might be. For someone on the autism spectrum, or with social/pragmatic communication disorder, or with a non-verbal learning disability, it may be that their brains are just not hardwired to learn these skills as readily as the rest of us. For someone with other kinds of learning disabilities or with ADHD, it may be that they are not able to consistently apply the non-verbal skills they may have learned, or that they lack the awareness and self-control to apply good social judgement. Whatever the case, there are strategies that can be learned and scripts that can be taught to help kids improve their skill set in this area.

It’s been suggested that the most important part of communication is hearing what isn’t said, and the research bears this out. Our words carry only part of the message, and understanding the non-verbal messages that support and augment language can go a long way toward enhancing our social/communication skills, and ultimately our relationships.


Representation of the sender-receiver model of communication.

Click on this image to learn more about non-verbal communication

The Learning Disabilities Association of Windsor-Essex County (LDAWE) offers programs designed to build effective communication techniques for everyday situations (including sessions on social communication and understanding body language).  They also offer recreation and support groups where people can practice the skills they are learning in comfortable ‘real-world’ settings.  Contact the LDAWE for more information.


Next Steps

Six graduates determinedly looking forward.

High school graduates with learning disabilities who are contemplating the next chapter in their academic careers should start learning about and preparing for that transition as early as possible. Programs like the CUSP Program can help.

There is in many ways a “disconnect” between high school and university which can make the transition to post-secondary that much harder. The secondary and post-secondary education systems are two very different systems that have evolved in very different ways, which means that students are often surprised by and unprepared for many aspects of the brave new world they finds themselves in after they leave high school. Beyond that, students with disabilities will discover differences in how their disability needs to be documented, how their accommodations are accessed, and in the expectation that they will take on a more active role in their own accommodation.

A number of previous LDAWE blog posts have discussed some of the obvious differences between these two education systems, and their impact on the transition process. Tammy Wilcox offered a parent’s perspective on this process in her article “Transitioning to University or College”. And in “Smooth Moves: Transitioning to University” and “Transition: Smooth Moves, Part 2”, I talk about some of these differences, and offer a bit of advice about preparing for them.

The reality is that educators and advisors in each of these systems are well aware of this apparent “disconnect”, and working hard to close this gap so that transitioning from high school to university or college can be a little more seamless (and a little less daunting) for our students. An example of this can be seen in the CUSP (College and University Success Preparation) Program, which is offered annually at the University of Windsor.

CUSP was created in collaboration with the Greater Essex County District School Board (GECDSB) (with help from our friends at St. Clair College and from the Learning Disabilities Association), to make sure that high school students who have a learning disability and/or ADHD get information they need well in advance in order to make informed choices about the academic path that’s right for them, whether that’s university or college. Students and their parents spend the morning with us learning about some of the differences between high school and college/university, as well as about the variety of services that are potentially available, how to access those services, and how to access funding for assessments and technology. They also have the opportunity to hear first-hand from a panel of students with LD/ADHD who have managed to transition smoothly from high school and are “getting it done” at a post-secondary level with great success.

High school students in Grade 11 or 12 who have a learning disability and/or ADHD and would like to start gathering information that can empower them to have a smoother transition to college or university can learn more on the CUSP webpage. Students affiliated with the GECDSB can also learn more from their Learning Support Teachers. Students from private or separate school board high schools are also welcome to join us, and are requested to contact us directly for registration. The link for that can be found on the CUSP webpage.

It has been said that the future belongs to those who prepare for it today.   So students, think about the kind of future you’d like to create for yourself, and start planning for it now. If you think there might be a place in that future for university or college, then consider joining us for the CUSP Program as an initial step in gathering the information you need to start creating the future you want.

The courage to get real

Stylized drawing of young woman and lion, sky in background, reaching for heart representing courage.

“Life shrinks or expands in proportion to one’s courage.”   Anais Nin

In a previous blog article (When you change the way you look at things, the things you look at change) I talked about Malcolm Gladwell’s contention that learning disabilities may in fact be what he called “desirable difficulties”. He contends that in spending a lifetime confronting and managing a learning disability, a skill set is forged which turns out to be a significant advantage when harnessed in the right way, potentially resulting in something extraordinary. I believe that one of the character traits forged during this process is the ability to function in the face of fear: courage.

Having courage is not the same thing as being fearless. In fact, appropriate fear plays a very important role in our survival. It would not be smart to ignore fear when we are faced with legitimate threats; it’s the thing that warns us that it’s time to fight or flee. Fear was indispensable to our ancestors confronted by sabre-toothed tigers and marauding enemy tribes. It wears different, less physically threatening faces in the modern age (often, it may in fact be False Evidence Appearing Real) but it still feels just as threatening and provokes the same instincts as it did in our ancestors. Courage is the thing that allows us to rise above the fear, to respond bravely when every instinct is telling us to run (or hide). Courage trumps fear, empowering us to meet challenges, stretch our limits, and find fulfillment in our lives.

It’s hard for me to use the word “courage” without thinking about one of my favourite movie characters, the Cowardly Lion in The Wizard of Oz. The interesting thing about the Cowardly Lion is that he was so focussed on his fears that he couldn’t see things as they truly were. In the beginning he is ashamed of being afraid, not understanding that true courage means taking action despite our fear (something he actually does frequently to protect his friends). In the end though, with a little help from the wizard, he is able to “change the way he looks at things” to recognize and accept his authentic, courageous self. He is finally led to the discovery that courage had been within him all along, and learns that you don’t have to be fearless to be brave.

So what does this have to do with learning disabilities? Just this: That school can be a scary proposition for a kid with a learning disability. Will I have to read aloud in front of the class? Will I be able to plan ahead and practice my passage so that I don’t screw it up? Am I going to blank out on the exam again, even though I studied hard and I know the material? Am I going to be bullied again today? Will I be called stupid or lazy or be laughed at in class? Why am I doing so poorly when I work so hard? And yet these kids get up each morning, marching bravely off to school to face whatever dragons may await them there. If we agree that courage is a kind of inner resolve, a resiliency that allows us to face scary circumstances head on, then let’s agree that these kids have it in spades.

It’s been said that courage doesn’t always roar; sometimes courage is the little voice at the end of the day that says “I’ll try again tomorrow”. That is what kids with learning disabilities do every day. But there comes a point for them when an even greater courage is required: The courage to acknowledge, accept, and embrace their learning disability in order to create the kind of life they want for themselves. I was reminded of this recently when a young woman arrived at our office to identify herself to us as a student with a learning disability, and to request accommodations. She explained that she’d had an IEP and received support throughout elementary school, but had decided to go without it in high school because she “didn’t want to deal with the label or the stigma”. She did reasonably well in high school with a lot of very hard work , and had hoped that trend could continue through university. It did not, which brought her to a realization that it was time to fully accept, confront, and manage her learning disability, and she is now well on her way to doing that. She readily admits that the prospect of that is scary, but she is ready to take it on…with courage.

I asked her what had ultimately spurred her decision to finally explore this aspect of herself without shame or embarrassment, and her answer was simple: “I was just tired of being afraid.” She went on to say that what she always had feared was being vulnerable in the face of other people’s judgement and rejection. She had always felt pressure to present her best possible self, and there was no place in that perception for anything resembling a flaw or an imperfection. It occurred to me as we spoke that we are all in the same boat, but that not all of us have the courage to deal with our issues the way this young woman was. Most of us do what we can to avoid confrontation with the “shadowy side” of our selves, but in finding the courage to learn about and accept all aspects of herself she felt lighter and truer and more authentic than she ever had.

Successful people with learning disabilities don’t get there by accident, and they don’t get there by denying who they are. And if it happens that who they are is in small part a person with a learning disability, then they go about learning what that means for them, and doing everything they can to understand and manage that aspect of the “self”. They don’t deny it. They don’t hide from it. They don’t run from it. They find the resolve to confront it and deal with it. It requires vulnerability, and self-acceptance, and authenticity, and…courage. And maybe that is one of the qualities that Gladwell is talking about as one of the positive side effects of living with “desirable difficulties”.

Author and lecturer Brene Brown had this to say about courage: “Courage is a heart word.  The root of the word is ‘cor’, the Latin word for heart.  In one of its earliest forms the word ‘courage’ meant to speak one’s mind by telling all of one’s heart.  Over time this definition has changed, and today we typically associate courage with heroic and brave deeds. But…this definition fails to recognize the inner strength and level of commitment required for us to actually speak openly and honestly about who we are and about our experiences – good and bad”.

A Turkish proverb says that a lion sleeps in all of our hearts.  Real courage is about connecting with who we truly are by entering our own hearts and awakening our inner lion.  It’s about being authentic in the face of fear and vulnerability.  It’s about accepting and loving ourselves (and one another) warts and all, which let’s face it, can be a messy business. But it’s the only way to live an authentic life, and it’s one of the greatest gifts we can give to one another.

The Loneliest Kid on the Bus

Sad boy in foreground being teased and bullied by three kids in the background.

Many kids with LD or ADHD also have social skills deficits which make school and life that much harder.

A Twitter ‘retweet’ via the LDAWE flashed onto my screen a few weeks ago, and it said this: “Stats Canada reports that 3.2% of Canadian children have a learning disability; that equates to 1 child in every full school bus”.  And it occurred to me as I read this that the one child on the bus who has the learning disability would very likely be the child who was sitting alone, being ignored or being bullied. I shared this observation with a friend, who pointed out to me that it would be just as likely that the child with the learning disability might also be the child wreaking havoc and doing the bullying. In either case, the reason might be the same: it is estimated that 75% of children with learning disabilities also have social skill deficits that make it difficult for them to have and keep friends.

It was these kids that Rick Lavoie was referring to when he coined the phrase “last one picked, first one picked on”, capturing the idea that it’s a real struggle for these kids to understand and “fit in” to the social structure around them. It may be that they were unable to learn the social skill or rule in the first place. It may be that they learned the skills but fail to consistently recognize when and how to use them. It may be that a lack of self-control results in negative behaviours which prevent them from either learning or applying good,  appropriate social judgment. Whatever the reason, the result can be a child who feels broken, lost, rejected, and unable to connect with the people around them for reasons they don’t understand.

A significant consequence of this kind of social struggle in kids can be anxiety, which only exacerbates the difficulties they are having. Although this is by no means a comprehensive list, a social skills deficit might manifest in ways that include:

  • Missed social cues
  • Failure to use proper manners
  • Difficulty taking turns in conversations
  • Missing important pieces of information
  • Distractibility, or appearing to ignore others
  • Misreading body language or facial expression
  • Misunderstanding information, not understanding jokes
  • Inability to maintain topic in a conversation, or ending a conversation abruptly
  • Disorganized or scattered thought and speech
  • Sharing information that is inappropriate (disinhibition, impulsivity)
  • Avoidance of social situations

For most of us, how we interact with one another is second nature, and is something we learned mostly unconsciously and without much effort (albeit with a few bumps and bruises, a bit of trial and error, and perhaps a touch of drama along the way). For most kids with LD or ADHD though, it’s not at all natural or easy. The good news is that, although they may need to learn these skills differently, they can in fact be learned with the right kinds of interventions.

For local resources, parents need look no further than the LDAWE’s Child Programs, and in particular the BEST Social Skills Program (BEST: Better Emotional and Social Times), for children 8-12. Their Summer Enrichment Camps also have a focus on social skills enrichment, with lots of opportunity for kids to practice what they are learning. For older kids (13-18), the LDAWE’s Youth Programs include a Youth Recreation Program where kids can “practice their social skills in an understanding environment and… become more active within their own community”.

Without the right kind of guidance and support, kids with social skill deficits are likely to become adults with social skills deficits, making it difficult for them to get and keep stable employment   The LDAWE ‘s Adult Programs offer support through their ERASE Program (Effective Resources and Skills for Employment), their Employment Supports Program, (Job Placement, Job Advancement, and Job Retention), and their Adult Recreation Program.

I don’t imagine that it’s easy to be the loneliest kid on the bus, nor to be the last one picked or the first one picked on, but this is not typically a problem that will get better on its own.  The reality is that if left unacknowledged and unaddressed, social skill deficits are more likely to become bigger problems than to go away as one grows older.  The loneliest kids on the bus often grow up to become the loneliest people in the workplace, if they are able to land and hold jobs at all.  But it doesn’t have to be that way, and with the right guidance and support and information and resources, these kids can learn to develop and sustain the kinds of supportive, productive friendships and relationships that we are all entitled to have.


If you’re looking for a good book on the topic of social skills deficits and LD/ADHD, I offer a couple of recommendations:

“It’s So Much Work to Be Your Friend: Helping the Child With Learning Disabilities Find Social Success” (Richard Lavoie)

“What Does Everybody Else Know That I Don’t?”   (Michele Novotni)

And finally, Rick Lavoie’s video, “Last One Picked, First One Picked On”  is a terrific resource for parents and educators. Check out the Viewer’s Guide below for some very helpful information.

last one picked

Don’t stop building your smarts (some summer advice for students)

Stylized image of a human brain lit up with blue light indicating activity and growth.

“If you believe you can accomplish everything by “cramming” at the eleventh hour, by all means, don’t lift a finger now. But you may think twice about beginning to build your ark once it has already started raining” Max Brooks

School’s out (almost)! And if you’re a student getting ready to graduate from high school, you’re probably ready for some well earned down time, right? And if you’re headed off to college or university in September, you probably want to make this summer count. Spend time with your friends. Party a bit. Maybe spend time at a cottage, or just chill somewhere. Honing you academic skills is likely the last thing on your mind. But…if you truly want to meet your potential in college or university, there are some things you should do this summer that can’t wait until the last minute, which will keep you sharp and on your game, will prevent your skills from getting rusty, and will allow you to start this next chapter of your academic career with some momentum. It is absolutely true that “if you don’t use it, you lose it”, so here are some things you can do over the summer to maintain your edge:

Keep reading! It doesn’t have to feel like homework. Read anything that interests or inspires you, or sparks your interest. Read at a level that’s fun for you. Read magazines, or newspapers, or trashy novels if that’s fun for you, but read! And if you want to challenge yourself a bit, try listening to audio books, or try a novel using that text-to-speech software (Kurzweil, perhaps?) that’s been gathering dust on your laptop. The whole point is to keep your mind active and stimulated by giving it new information to process.

Keep writing! Nobody’s asking you to produce 10-page papers every week, but you can keep your writing skills sharps by doing something as simple as maintaining a daily journal.  And no…texting does not qualify as the kind of writing you need to be good at.  In college/university you can’t write using acronyms or emoticons (LOL), so keep your skills up by practicing the kind of writing that you’ll be required to do when you get here. Go old school and write a letter to your Aunt Daisy in Newfoundland, or a thank you note to Uncle John in Red Deer.   Journaling, letter writing, whatever you do, find a reason to write frequently throughout the summer. You may even want to do this by experimenting with the Dragon software that is sitting alone and lonely on your laptop.

Learn your technology! Many high school students with learning disabilities have access to technology and assistive software that they never use.  Take some time this summer to learn it.  Post-secondary students routinely use programs like Kurzweil, Dragon Naturally Speaking, and Inspiration to level the playing field and to achieve at their academic potential.  And with very few exceptions, every student at this level is using some form of technology. Get comfortable with your technology and be ready to put it to use when you get here.  You’ll be glad you did.

Learn your self!  Part of that self is the small but important part that is your learning disability. This part should never define who you are, but ignoring it won’t do you any good either. So, start by reading and understanding your IEP and assessment (if you have one). Understand your diagnosis and what it means. Understand and be able to explain why you get the accommodations that you get. Take responsibility for developing an understanding of how you learn, and what the learning strategies are that empower you to reach for your potential. The more you are able to do that, the more independent you become, and the more effective you will be in advocating for yourself after high school.

Maintain a schedule! One of the biggest potential stumbling blocks high school students encounter in transitioning to university is with time management. In high school, your schedule was largely determined for you, but in university…not so much.   In most cases you will determine the number of courses you will take, when they will be, whether or not you will attend, or whether a social event with new friends will take priority over your academic responsibilities. This kind of independence and responsibility can seem like freedom, but it can become a curse if you let it. So get a handle on your time management now. Plan and stick to a routine over the summer. Set an alarm and get up on your own. Figure out when you will work out, when you will spend time reading and relaxing, when you’ll hang out with friends, when you’ll take time for college /university prep, and how you’ll do all of that around the summer job you may have found. Put all of this on a schedule and stick with it, in preparation for the new time management demands you will find after high school.

Get ready for your courses! Look for course information online, and get the lay of the land as early as you can. It’s much better to start the first day of class having already established an overview of what will be required. You may even be able to buy your books ahead of time, and if you can do that, there’s no reason not to scan some of that material as part of your summer reading program. And to the extent that it’s possible, learn your new campus. Explore it if you have the opportunity to do that. Figure out how to find the offices and services you may need, and get comfortable with navigating your new campus well before class begins.  One less thing to worry about once class actually starts.

Make early contact with the Office for Student’s with Disabilities! As we discussed in a previous blog post (Smooth Moves: Transitioning to University), the process for being accommodated at a post-secondary level is very different from what you may have become used to in high school. So…it is never too early to start the process. Meet with a Disability Advisor at your new school, who will spend time with you reviewing your current accommodations and documentation. Many high school students require an updated assessment when they move on to college/university, and an advisor can facilitate and guide you through a process to ensure that you are appropriately accommodated when class begins.

So enjoy your summer, by all means, but don’t neglect important aspects of yourself in the process, and don’t stop building on the solid academic foundation you established in high school. Use some of your “down time” this summer to build yourself up, preparing your body and mind for the new journey that lies just ahead. Have fun, but make sure you don’t arrive at the first day of class with an empty tank. Get proper rest, and exercise, and nutrition, and nourish your mind in some of the ways that we’ve talked about. Nourish your spirit too, by spending time with people you love, and who love you, and who inspire you somehow to be your best self.  Have a fun, safe and productive summer, and plan to arrive at your new school with a full tank of gas, fully prepared to head out on the road to success.

 

If you have any thoughts on what you’ve read,  please feel free to comment,  ‘Like’ it,  ‘Share’  it,  or otherwise spread the word via social media.

Transition: Smooth Moves, Part 2

Silhouette of man appearing to hold the setting sun in his hand, examining it closely.

“Knowing yourself is the beginning of all wisdom”.        Aristotle

In my last blog post (Smooth Moves: Transitioning to University),  I talked about the transition process for students moving from high school to college or university, and the idea that many students are unprepared for the changes they will find when they reach post-secondary (with or without a disability).  In “Predicting Success (and Why Hope Matters)”, I talked about the six qualities which researchers have identified which distinguish successful students with learning disabilities from those who are less successful.  But there are also some specific, concrete things which high school students approaching this transition can do to get ready.

  • Discover yourself
  • Understand your report, your diagnosis, and your disability
  • Learn and use your technology
  • Understand your rights and responsibilities
  • Learn about the schools and programs you are considering (and choose appropriate classes)
  • Connect with Disability Services staff and familiarize yourself with available services
  • Document your disability with the school you choose

Most of these things are self-explanatory, but what does it actually mean to “discover yourself”? Well, in part it means that you need to understand the small piece of you that is the learning disability. It’s not a weakness or a character flaw, and it should never define who you are.   But…the more you understand what makes you tick, the ways in which you learn best, your cognitive strengths and challenges, your learning preferences, and how your particular brain is best able to process information, then the better chance you have to make good program and course selections, and to implement study skills and strategies that are just the right fit for you. The better you understand yourself, the better prepared you can be for the beginning of life after high school, whether that means university, college, or the work world.

So where do you begin to learn about this stuff?   You can start by participating in your own IPRC process.   You can start by reading and understanding your IEP (Individual Education Plan). You can have a discussion with your Learning Support Teacher about your specific accommodations and why they make sense for you. You can talk to your parents and/or psychologist about your diagnosis and your report (if you have a recent one). You can take time to meet with your Guidance Counsellor and have a better understanding of your own abilities, aptitude and interests . And armed with this information, you can make smart choices, and begin implementing an arsenal of study strategies that allow you to tap into your significant learning and processing strengths.

And when should you begin thinking about these things?   NOW!  It doesn’t matter whether you are in Grade 9 or Grade 12.  If you are failing to plan, you are planning to fail, and it’s never too early to start the process of knowing and understanding yourself, both as a human being and as a student. Armed with the right kind of information, you will be able to walk confidently into the future you have imagined for yourself, and seize the success that is waiting there. So start learning and planning now as you consider your future, and make your transition from high school as smooth as possible.

Keep calm and know thyself