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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:
- The originating journal
- Through interlibrary loan services at your local college or public library
- From article reproduction services such as
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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