First Year Post-Secondary Program

The first year curriculum consists of all-day classes in the main program building at the LDI. An individualized program assessment evaluates three broad outcome domains - employability, workplace literacy and independent living skills. The results provide practical information and addresses the unique work, education, and community functional strengths, limitations, needs, and preferences of the individual.

These data are incorporated by the Student Advisor as part of the student's IPA that outlines overall program core competencies, goals, and objectives and the processes of goal attainment. Each student also meets regularly with the student's instructor(s) to review and assess course progress. They systematically address cognitive, affective and learning-style needs along with any curriculum confusion or frustration.

Classroom instruction seeks to improve and evaluate practical education skills in reading, language, mathematics, and spelling in subject matter of high importance to adult skills. These are skills needed and used in problem solving, critical decision making, and in living itself.

Student's performance on real-life academic situations such as reviewing typical employee policy manuals or product labels can be effectively used to measure and improve reading skills. As an example, an exercise used is for the student to write a short letter of complaint to the landlord, or one seeking a refund on a defective product, or writing to correct a mistake on a credit report. This type assignment gauges progress towards mastery of functional language skills. Similarly, calculating state and federal taxes withheld from a paycheck or reviewing a cell phone billing statement develops the student's math application abilities.

The foundation for occupational exploration and career development begins with an emphasis on developing employability skills that lead to work experience in the community. Through engaging experiential activities, demonstrations, and simulations, students learn by developing and applying competencies that incorporate employment-related and job development concepts into daily classroom and community activities. These type assignments help students become informed decision-makers in their own career development.

First year instruction refines and expands employment/career-related skills through a sequence of instruction. These include learning how to use various types of job seeking strategies, development of work ethic, writing functional, skill-based resumes, interview preparation, and building networking skills. These activities assist the student in identifying options within the local community as well as how to use job seeking tools and techniques to obtain part-time, entry-level employment. Determination and implementation are determined through a "partnership" of the students and LDI staff.

Students begin to use career and occupational information software as the first step towards establishing a career direction. They can review how entry-level employment provides transferable skills towards a future career. Students who wish to begin working in a part-time job with an area employer in the first semester are allowed to do so. However, employment of any kind is allowable only if their work schedule does not present any conflicts with LDI related programming. Otherwise, job development and placement begins at designated program intervals based on date of entry and availability to meet the demands of the employer and program.

Coursework on eliminating self-defeating behaviors, developing assertiveness and self determination is addressed through a unique linkage between LDI and an area community college. The Leadership for Life Development Learning Community course creates a bridge between students with learning disabilities, ADHD, Asperger's syndrome or similar conditions and their secondary education and post-secondary education.

The Learning Community model is designed to address the specific developmental, academic and career needs of this under-prepared student population. Activities and assignments include identifying and accessing campus student and learning support services; building self-esteem and self-confidence; improving basic study skills; acquiring knowledge and skills related to self-advocacy and leadership; and, identifying academic and career goals. Students engage in both academic and experiential learning to demonstrate knowledge and skills especially pertinent to self-advocacy and leadership. General education outcomes as well as specific course competencies are then assessed using a variety of college general education rubrics and other assessment tools.

These courses provide a two-fold benefit for the students. First, students develop a greater sense of being part of the community by experiencing their leadership potential in action, and secondly, the college bound student earns up to a total of eight fully transferable elective or general education credits with successful completion of this course of study.
Students may begin taking additional college class hours as soon as the first semester. Although, it is recommended, students considering the addition of college classes in their first semester to have experienced success with college level coursework prior to coming to LDI. Otherwise, LDI administrators advise them to utilize the college classes LDI offers for credit so they can balance the time and energy demands of the overall program prior to taking on additional college classes. This gives students a chance to get use to the college study strategies and the transition to the demands of a college environment.