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Learning Disabilities/Postsecondary Education (April 1998)

What strategies have proved effective in teaching students with learning disabilities enrolled in postsecondary institutions and how can faculty members make reasonable accommodations for these students?

Following are links to ERIC digests, minibibliographies, frequently asked questions (FAQs), related Internet resources, and Internet discussion groups, as well as selected citations from the ERIC database and the search terms we used to find the citations.


You can search the ERIC database yourself on the Internet through either of the following web sites:

ERIC Citations

The full text of citations beginning with an ED number (for example, EDxxxxxx) is available:

  • In microfiche collections worldwide; to find your nearest ERIC Resource Collection, point your web browser to: http://ericae.net/derc.htm.
  • For a fee through the ERIC Document Reproduction Service (EDRS): http://edrs.com, service@edrs.com, or 1.800.443.ERIC. (no longer available)

The full text of citations beginning with an EJ number (for example, EJxxxxxx) is available for a fee from:

ERIC Search Terms Used

learning disabilities

AND

postsecondary education OR higher education

ED404827 EC305348
Accommodating Students with Disabilities: A Practical Guide for the Faculty.
Chang, Moon K.; And Others
Alabama State Univ., Montgomery. Coll. of Education.; Alabama Univ., Birmingham. Coll. of Medicine. 1996
102p.; For a related document, see EC 305 347.
Sponsoring Agency: National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC.
Contract No: N133B30025-95A
EDRS Price - MF01/PC05 Plus Postage.
Language: English
Document Type: NON-CLASSROOM MATERIAL (055)
Geographic Source: U.S.; Alabama
Journal Announcement: RIEJUL97
Target Audience: Practitioners
This guide is designed to assist university professors in making decisions on their instructional planning and delivery by expanding and refining their repertoire of accommodations for their students with visual and hearing impairments, physical disabilities, and learning disabilities. Part 1 suggests a five-step procedure for making decisions on providing accommodations to students with disabilities. Steps include identifying individual needs, matching student needs with accommodations, implementing the accommodation plan, evaluating outcomes of accommodations, and utilizing the outcome. Part 2 presents accommodations not involving specialized materials and devices for students with different types of disabilities. Testing accommodations for students with disabilities are also addressed. Part 3 lists materials and devices that are not readily available to professors for their classes but have a high impact on accommodations. Short descriptions of these materials and devices are presented. Personal computer access problems and modifications to make the computer accessible to students with disabilities are also discussed. Appendix A includes Internet addresses of resource organizations and Appendix B provides examples of specialized materials and devices for accommodating disabilities.
Descriptors: *Access to Education; *Assistive Devices (for Disabled); *Classroom Techniques; College Faculty; Communication Aids (for Disabled); *Disabilities; Hearing Impairments; Higher Education; Learning Disabilities; Media Adaptation; Physical Disabilities; Visual Impairments
Identifiers: *Academic Accommmodations (Disabilities); Testing Accommodations (Disabilities)

EJ532365 EC614648
Assistive Technology for Postsecondary Students with Learning Disabilities.
Day, Sheryl L.; Edwards, Barbara J.
Journal of Learning Disabilities, v29 n5 p486-92,503 Sep 1996
ISSN: 0022-2194
Language: English
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070)
Journal Announcement: CIJMAR97
The use of assistive technology for postsecondary students with learning disabilities is reviewed, focusing on ways in which the devices enhance learning, relevant legislation addressing assistive technology, assistive technology program components in colleges, and guidelines for preparing students for using assistive technology.
Descriptors: *Access to Education; *Assistive Devices (for Disabled); College Preparation; College Students; *Educational Legislation; Federal Legislation; *Learning Disabilities; Postsecondary Education; *Student Personnel Services

EJ504812 CS749850
Teaching Writing to Students with Learning Disabilities: The Landmark Method.
Gaskins, Jacob C.
Teaching English in the Two-Year College, v22 n2 p116-22 May 1995
ISSN: 0098-6291
Language: English
Document Type: TEACHING GUIDE (052); PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
Journal Announcement: CIJOCT95
Describes a writing instruction project called the "landmark method" that fosters writing skills in students with learning disabilities. Outlines specific strategies that have proven effective in teaching writing to students with dyslexia or other learning disabilities.
Descriptors: Cognitive Processes; *Dyslexia; *English Instruction; Higher Education; *Learning Disabilities; Learning Problems; *Student Problems; Teaching Methods; Writing Difficulties; *Writing Instruction; Writing Skills
Identifiers: Landmark College VT

EJ503141 EC611216
The Comprehensive Calendar: An Organizational Tool for College Students with Learning Disabilities.
Hildreth, Bertina L.; And Others
Intervention in School and Clinic, v30 n5 p306-08 May 1995
ISSN: 1053-4512
Language: English
Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL (055)
Journal Announcement: CIJSEP95
Target Audience: Practitioners
This article describes use of a comprehensive calendar designed to help college students with learning disabilities organize course assignments, assess assignments in terms of time allocation, and plan for the completion of assignments. The calendar design, which was implemented with students at the University of North Texas, involves task identification, task analysis, and task monitoring.
Descriptors: *Assignments; Higher Education; *Learning Disabilities; Organization; Planning; *School Schedules; *Study Skills; *Time Management

EJ546192 HE537004
Opportunities Made Equal: Accommodating Students with Learning Disabilities.
Long, Cynthia D.
Academe, v83 n3 p48-51 May-Jun 1997
ISSN: 0190-2946
Language: English
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
Journal Announcement: CIJNOV97
Target Audience: Teachers; Practitioners
Discusses the accommodation of college students with learning disabilities, focusing on the increasing incidence (or overdiagnosis) of attention deficit hyperactivity disorder, applicable federal legislation, and leveling the academic playing field for students with learning disabilities. Argues that professors should provide recommended accommodations for students with learning disabilities while demanding the same high standards from them.
Descriptors: Attention Deficit Disorders; *College Students; Compliance (Legal); *Equal Education; Federal Legislation; Higher Education; Hyperactivity; *Learning Disabilities

EJ506890 HE534147
Electronic Studying.
Monaghan, Peter
Chronicle of Higher Education, v41 n36 pA27,30 May 19 1995
ISSN: 0009-5982
Language: English
Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
Journal Announcement: CIJNOV95
The University of Oregon's Center for Electronic Studying investigates ways to use computers to assist college students with physical and learning disabilities for whom studying is especially difficult. Such efforts are increasingly needed because of the trend toward mainstreaming students with varied disabilities. Meeting the cost of the technology needed is a major challenge.
Descriptors: College Students; Computer Uses in Education; Higher Education; *Information Technology; *Learning Disabilities; Mainstreaming; *Physical Disabilities; Program Descriptions; Skill Development; *Study Centers; Study Habits; *Study Skills
Identifiers: *University of Oregon

EJ547597 HE537031
Enabling Disabled Students .
Murphy, Diane Makar; Murphy, John T.
Thought & Action, v13 n1 p41-52 Spr 1997
ISSN: 0748-8475
Language: English
Document Type: TEACHING GUIDE (052); JOURNAL ARTICLE (080)
Journal Announcement: CIJDEC97
Target Audience: Teachers; Practitioners
The Americans with Disabilities Act requires reasonable accommodations for the disabled in public and private colleges and universities. Faculty must understand the difference between equal opportunity and equal treatment. Specific suggestions are made for teaching learning-disabled, mobility- impaired, visually impaired, and hearing-impaired students, including tips for communication, assignments, and testing.
Descriptors: Accessibility (for Disabled); Classroom Techniques; *College Instruction; College Students; *Compliance (Legal); *Disabilities; Educational Strategies; *Equal Education; *Federal Legislation; Hearing Impairments; Higher Education; Learning Disabilities; Physical Disabilities; *Teacher Role; Visual Impairments
Identifiers: *Americans with Disabilities Act 1990

EJ522904 EC613586
Teaching Writing to College Students with Learning Disabilities.
Pardes, Joan Rudel; Rich, Rebecca Z.
Intervention in School and Clinic, v31 n5 p297-302 May 1996
ISSN: 1053-4512
Language: English
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
Journal Announcement: CIJSEP96
This article describes a course to teach college students with learning disabilities how to become self-regulated learners in writing, through strategies in prewriting, drafting, revising, editing, evaluation, and comprehension. Forms for writing self-assessment are attached.
Descriptors: College Students; Higher Education; *Learning Disabilities; Records (Forms); *Self Evaluation (Individuals); Student Development; *Writing (Composition); *Writing Instruction; Writing Strategies

EJ513461 EC612477
Integrating Content and Strategy Instruction at the College Level: A Collaborative Model.
Rich, Rebecca; Gentile, Myra
Intervention in School and Clinic, v31 n2 p97-100 Nov 1995
ISSN: 1053-4512
Language: English
Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL (055)
Journal Announcement: CIJMAR96
Target Audience: Practitioners
This article discusses using peer content-area tutoring and strategy instruction to help college students with learning disabilities become self-regulated learners. The instructional model addresses transferring strategies across settings, linking cognitive strategies to the content curriculum, guiding the student to independent strategy use, and helping students acquire content information.
Descriptors: Cognitive Objectives; *College Students; Higher Education; Integrated Activities; *Learning Disabilities; *Learning Strategies; *Peer Teaching; *Teaching Models; *Tutoring

EJ510247 HE534359
Success for Learning Disabled Writers across the Curriculum.
Sills, Caryl K.
College Teaching, v43 n2 p66-71 Spr 1995
ISSN: 8756-7555
Language: English
Document Type: REVIEW LITERATURE (070); TEACHING GUIDE (052); JOURNAL ARTICLE (080)
Journal Announcement: CIJJAN96
Target Audience: Teachers; Practitioners
Research on learning disabilities in students is reviewed, and classroom techniques for college instruction to support writing among these students are suggested. They include making an extra effort for clear classroom communication, dealing with errors in writing mechanics, helping students achieve coherence, giving hints for planning and organizing writing, offering guidelines for revision, and promoting student confidence.
Descriptors: Classroom Techniques; Coherence; Cohesion (Written Composition); *College Instruction; College Students; Higher Education; *Learning Disabilities; Prewriting; Revision (Written Composition); *Writing Across the Curriculum; *Writing Difficulties; *Writing Instruction; *Writing Processes; Writing Skills; Writing Strategies

ED340169 EC300819
Understanding Learning Disabilities: Guide for Faculty.
Georgetown Univ., Washington, DC. Office of Student Affairs. 1990
40p.
Available From: Office of Student Affairs, 237 Leavey Center, Georgetown University, Washington, DC 20057 ($10.00).
EDRS Price - MF01 Plus Postage. PC Not Available from EDRS.
Language: English
Document Type: PROJECT DESCRIPTION (141); NON-CLASSROOM MATERIAL (055)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEMAY92
Target Audience: Practitioners
This guide provides information about the nature of learning disabilities in higher education and about ways of assisting students with learning disabilities at Georgetown University (Washington, DC) to fulfill their potential. The booklet uses the metaphor of a "zig zag lightning in the brain" to describe the erratic thinking style associated with learning disability. It defines learning disability (LD) and examines whether labeling students as LD is a help or hindrance. The guide notes that the learning disabilities found among college students typically involve one or more forms of linguistic information processing. Classic academic symptoms are listed in the areas of concentration and attentiveness, memory, organizational and study skills, oral language skills, testing, mathematical skills, reading, spelling, writing, and foreign languages. A checklist is presented for screening students for learning disabilities. Techniques are offered for advising and teaching LD students, and a rationale is presented for providing accommodations. Georgetown University's policy for accommodating LD students in accordance with Section 504 of the Rehabilitation Act of 1973 is reprinted, and learning services are described. A brief transcript from an LD students' support group meeting concerning their experiences at Georgetown University is also included. The guide concludes with a list of 25 references, 13 suggested readings, and 4 organizational resources.
Descriptors: Academic Advising; College Faculty; *College Students; Compliance (Legal); Definitions; Educational Policy; Federal Legislation; Handicap Identification; Higher Education; Labeling (of Persons); *Learning Disabilities; Learning Problems; *Student Characteristics; Student Experience; Student Personnel Services; Teaching Methods
Identifiers: *Georgetown University DC; Rehabilitation Act 1973 (Section 504)

Available from your local book store or library:

Learning Outside the Lines: Two Ivy League Students with Learning Disabilities and ADHD Give You the Tools for Academic Success and Educational Revolution. Jonathan Mooney and David Cole. Fireside Books. 1230 Avenue of the Americas. New York, NY 10020. 212.698.7369. http://www.simonsays.com.

Learning How to Learn: Getting Into and Surviving College When You Have a Learning Disability. Joyanne Cobb. Child Welfare League of America. PO Box 2019. Annapolis Junction, MD 20701. 800.407.6273. http://www.cwla.org/pubs
 

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