As usual, I agree with everything. (Folks should be aware that at college, though, students don't typically get options in how they complete assignments, e.g., get to do a PowerPoint presentation instead of writing a paper.) I especially love what Kelley wrote about talking to students about their strengths and - importantly - the weaknesses that constitute their disability. They need to be able to articulate these in order to ask for accommodations after high school - whether they work or attend college. Well-meaning adults may use euphemisms or avoid this topic altogether, which can deprive students of opportunities to self-advocate. I wrote about this for my blog: https://bit.ly/LDblog154x
As usual, I agree with everything. (Folks should be aware that at college, though, students don't typically get options in how they complete assignments, e.g., get to do a PowerPoint presentation instead of writing a paper.) I especially love what Kelley wrote about talking to students about their strengths and - importantly - the weaknesses that constitute their disability. They need to be able to articulate these in order to ask for accommodations after high school - whether they work or attend college. Well-meaning adults may use euphemisms or avoid this topic altogether, which can deprive students of opportunities to self-advocate. I wrote about this for my blog: https://bit.ly/LDblog154x