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Readings on Postsecondary Education for Students with Disabilities

The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC)
E-mail: webmaster@hoagiesgifted.org
Internet: http://eric.hoagiesgifted.org
ERIC EC Minibib EB28
August 2002
Compiled by Abigail Miklos
Brinckerhoff, Loring C. (1993). Promoting Postsecondary Education for Students with Learning Disabilities: A Handbook for Practitioners. PRO-ED, 8700 Shoal Creek Blvd., Austin, TX 78757-6897, 800- 897-3202, www.proedinc.com
This book is designed to help postsecondary education personnel initiate or refine college programs for students with learning disabilities (LD). It discusses the need for such postsecondary programs and presents an overview of federal legislation designed to ensure educational opportunities for students with learning-disabled population, and examines the assessment, diagnosis, and psychosocial characteristics of LD.

Brown, Dale S. (2000). Learning a Living: A Guide To Planning Your Career and Finding a Job for People with Learning Disabilities, Attention Deficit Disorder, and Dyslexia. Woodbine House, 6510 Bells Mill Rd., Bethesda, MD 20817, 800-843-7323, www.woodbinehouse.com
This book, written by an individual with learning disabilities, offers extensive guidance to students and adults with learning disabilities, attention deficit disorder, and/or dyslexia on career planning and finding a job. It discusses how to evaluate strengths and weaknesses; participate in the high school individualized education program process; select a suitable college or technical school; get feedback from friends, family, therapists, mentors; obtain accommodations at school and on the job; practice social skills; research potential careers and companies; network within professional and support associations; present yourself well on paper and in person; know and apply legal rights (such as those specified by the Americans with Disabilities Act); request special accommodations on the job; and succeed in the job setting.

Cobb, Joyanne (2001). Learning How To Learn: Getting into and Surviving College When You Have a Learning Disorder. Child Welfare League of America, Inc., CWLA Press, 440 First St., NW, 3rd Floor, Washington, DC 20001-2085, 202-638-2952, www.cwla.org
Written for high school and college students with learning disabilities, this manual steers students through the process of applying to college, selecting the right classes, and succeeding academically. It offers concrete, step-by-step advice on how students with learning disabilities can highlight their learning strengths, take standardized tests in a form best suited to their needs, obtain special services, select a postsecondary program that will support their future goals and the ways that they learn, take advantage of a wide range of supports, use assistive technology devices, learn and advocate for their rights under the Americans with Disabilities Act, and survive and succeeding college and beyond.

Gerber, Paul J., and Brown, Dale S. (1997). Learning Disabilities and Employment. PRO-ED, 8700 Shoal Creek Blvd., Austin, TX, 800.897.3202, www.proedinc.com
This book provides information on preparing individuals with learning disabilities for the challenges of employment and outlines the rights of those with learning disabilities in the workplace. It describes the challenges in the workplace such as legal issues, employment testing, job accommodations, persuading employers to hire people with learning disabilities.

Gordon, Michael, Ed., and Keiser, Shelby, Ed. Accommodations in Higher Education under the Americans with Disabilities Act (ADA): A No-Nonsense Guide for Clinicians, Educators, Administrators, and Lawyers. GSI Publications, PO Box 746, DeWitt, NY 13214, 800-550-2343, www.gsi-add.com/
This manual provides information and guidance on implementation of the Americans with Disabilities Act (ADA) in higher education settings. Fundamental principles and actual clinical and administrative procedures are outlined for evaluating, documenting, and accommodating a wide range of mental and physical impairments. Key concepts are explained, the rights and responsibilities of educational institutions are delineated, and the role of the postsecondary disability service administrator is described in depth. Educational and test accommodations are addressed. Specific recommendations are provided on how to reach determinations about conditions that are frequently the basis for claims, such as attention deficit hyperactivity disorder (ADHD), language-based learning disabilities, mood and anxiety disorders, physical disabilities, and visual disorders.

Heyward, Salome. (1998). Disability and Higher Education: Guidance for Section 504 and ADA Compliance. LRP Publications, PO Box 980, Horsham, PA 19044-0980; 800.515.4577, www.lrp.com
This manual reviews 1998's most significant developments in disability laws applying to colleges and universities. It addresses disability discrimination issues, problems, and cases, and provides guidance on creating effective compliance programs. Behaviors and emotions are identified that create and exacerbate compliance problems and strategies are suggested for heading them off and minimizing the damage that they cause.

Mangrum, Charles T., II, Ed., and Strichart, Stephen S., Ed. Peterson's Colleges with Programs for Students with Learning Disabilities or Attention Deficit Disorders, Fifth Edition. Peterson's, 2000 Lenox Drive, PO Box 67005, Lawrenceville, NJ 08648, (877) 433-8277, www.petersons.com
This guide profiles 1,053 colleges and universities that provide services to meet the needs of students with learning disabilities (LD) or attention deficit disorders (ADD). It provides basic information about how colleges and universities throughout the country are responding to the specific needs of students with LD or ADD. It also contains definitions of the criteria used to qualify the programs profiled and explains the major components of a learning disabilities program. The following section provides step-by-step guidelines for narrowing college selections, finding out more about these schools, applying to top choices, and preparing for a visit. Information is provided on four-year colleges, two-year colleges, colleges with comprehensive programs, and colleges that provide special services. A CD-ROM accompanies the guide.

Mooney, Jonathan, and Cole, David (2000). Learning Outside the Lines: Two Ivy League Students with Learning Disabilities and ADHD Give You the Tools for Academic Success and Educational Revolution. Fireside, Rockefeller Center, 1230 Avenue of the Americas, New York, NY 10020, www.simonsays.com
Written by two students with learning disabilities who graduated from Brown University with honors, this book provides students with disabilities tips for taking control of their education and finding true success at postsecondary level. Chapters outline key alternative learning strategies the students used to be successful and illustrates methods for reading, taking notes, studying, and taking exams. Tips are provided for participating in classroom discussion, skimming materials, doing research, checking spelling, and surviving the college environment.

Olivier, Carolyn and Bowler, Rosemary F. (1996). Learning To Learn. Simon and Schuster, 1230 Avenue of the Americas, New York, NY 10020, www.simonsays.com
This guide to learning disabilities is primarily based on the experiences of parents and staff at Landmark College (Vermont), a two-year college specifically for students with learning disabilities. It describes the role of language, memory, attention and automatization in learning, addresses the uses of tests and describes how a good evaluation can be used to plan an educational program, explains the teaching principles of Landmark College and its use of a structured sequential approach to all coursework, suggests ways for parents to help their learning-disabled child and finally discusses the power of self-understanding and the principles of effective self-advocacy.

Patton, James R., and Blalock, Ginger, Ed. (1996). Transition and Students with Learning Disabilities: Facilitating the Movement from School to Adult Life. PRO-ED, 8700 Shoal Creek Blvd., Austin, TX 800.897.3202, www.proedinc.com
The book provides in-depth perspectives on outcomes and issues of youth with learning disabilities as they move from high school to adulthood. Stressed throughout is the importance of comprehensive transition planning and the educational, employment, social, and living options available to persons with learning disabilities. Position papers on transition and life skills instruction, issued by the Council for Exceptional Children's Division on Career Development and Transition, are appended.

Patton, James R., Ed., and Polloway, Edward A., Ed. (1996). Learning Disabilities: The Challenges of Adulthood. PRO-ED, Inc., 8700 Shoal Creek Blvd., Austin, TX 78757-6897, 800.897.3202, www.proedinc.com
This collection of 13 different essays focuses on the many challenges that adults with learning disabilities face in educational, work, and social settings. The collection includes essays that describes adults with learning disabilities, developmental theories, transition to early adulthood, postschool adjustment vocational rehabilitation, assessment of students with learning disabilities in postsecondary and some other relevant issues regarding to employment, research , and resources for adults with learning disabilities.

Taymans, Juliana M., Ed.; West, Lynda L., Ed.; Sullivan, Madeline, Ed. (2000). Unlocking Potential: College and Other Choices for People with LD and AD/HD. Woodbine House, 6510 Bells Mill Rd., Bethesda, MD 20817, 800-843-7323, www.woodbine.com
This guide is deigned for high school students with learning disabilities (LD) and attention deficit/hyperactivity disorder (AD/HD) who are preparing for life after graduation. It provides the latest information on LD and AD/HD, as well as advice, practical tips, and resources designed to make the transition from high school a success. An exploration of the postsecondary options (college, vocational training, apprenticeship, military service, and employment) is intended to enable students to choose what is right for them. A resource list of business, organizations, and government offices is provided.

Webb, Kristine Wiest (2000). Transition to Post-Secondary Education: Strategies for Students with Disabilities. PRO-ED, Inc., 8700 Shoal Creek Blvd., Austin, TX 48757-6897, 800-897-3202, www.proedinc.com
Part of a series on the transition of students with disabilities from school to adult roles, this guide focuses on the transition to postsecondary education. It presents a model, the Opportunities in Postsecondary Education through Networking (OPEN) model, to assist students, parents, and school personnel in the decision-making, planning, and preparation processes that will result in college enrollment for students with disabilities.

Webb, Kristine Wiest (1995). Your Plan for Success: A College Preparation Manual for Students with Learning Disabilities. Peekan Publications, PO Box 513, Freeport, IL 61032, 800-345-7335.
This workbook is designed to help students with learning disabilities select and gain admission to colleges and universities. A 10-step procedure for selecting and qualifying for appropriate schools focuses on: exploring choices in college guides or reference works writing letters of inquiry to selected schools; organizing information about prospective choices; completing a checklist of school strengths and weaknesses; inquiring about special service for students with learning disabilities; completing a college admission preparation checklist; alternate testing options for the Scholastic Assessment Test (SAT) or American College Test, completing an SAT/ACT checklist; self, teacher, and parent evaluations of learning styles, academic areas, study skills, organization, and social skills; and finding a match between individual and college characteristics and services.

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