scholarly journals Postsecondary Education for Students with Learning Disabilities

1989 ◽  
Vol 56 (3) ◽  
pp. 246-265 ◽  
Author(s):  
Ron Nelson ◽  
Benjamin Lignugaris/Kraft
Keyword(s):  
Learning Disabilities ◽  
Community Colleges ◽  
Postsecondary Education ◽  
Empirical Evidence ◽  
Colleges And Universities ◽  
Postsecondary Institutions ◽  
Future Research ◽  
Review Of The Literature ◽  
Students With Learning Disabilities

Increasingly, students with learning disabilities are attending community colleges and traditional 4-year colleges and universities. This article presents the results of a review of the literature on services available or recommended for students with learning disabilities. The results suggest that postsecondary institutions have begun to provide a wide array of services to these students. There is little empirical evidence, however, on the effectiveness of those services. An agenda for future research is also discussed.

Writing Issues in College Students with Learning Disabilities: A Synthesis of the Literature from 1990 to 2000

2003 ◽  
Vol 26 (1) ◽  
pp. 29-46 ◽  
Author(s):  
Huijun Li ◽  
Christine M. Hamel
Keyword(s):  
College Students ◽  
Learning Disabilities ◽  
Assistive Technology ◽  
Empirical Studies ◽  
Instructional Support ◽  
Future Research ◽  
Review Of The Literature ◽  
Students With Learning Disabilities ◽  
Writing Difficulties ◽  
Students With Ld

This article provides a synthesis of the literature published from 1990 to 2000 on college students with learning disabilities and writing difficulties (LD/WD). Thirty-eight articles met the criteria for describing writing difficulties in this cohort of students. Upon reviewing the articles, four major topics emerged: (a) assistive technology for college students with LD/WD; (b) effectiveness of assistive technology for college students with LD/WD; (c) characteristics and error patterns in the writings of college students with LD/WD; and (d) instructional support and methods. The review of the literature shows that there is an urgent need for empirical studies, especially on instructional methods and strategies. Recommendations for future research are presented.

Nationwide Survey of Postsecondary Education Services for Students with Learning Disabilities

1989 ◽  
Vol 56 (3) ◽  
pp. 236-245 ◽  
Author(s):  
William D. Bursuck ◽  
Ernest Rose ◽  
Sara Cowen ◽  
Mohd. Azmi Yahaya
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
Postsecondary Education ◽  
Service Providers ◽  
Nationwide Survey ◽  
Colleges And Universities ◽  
Students With Learning Disabilities ◽  
Student Service ◽  
Education Services ◽  
Education Service

Postsecondary services for students with learning disabilities vary a great deal from campus to campus, and published guides to postsecondary education services are often inaccurate and incomplete. A nationwide survey was conducted to investigate student service provisions in 2-year colleges and 4-year colleges and universities. The purpose of the study was to identify and catalog postsecondary education service goals and options for students with learning disabilities, and to determine differences between the goals service providers have for these students and services actually provided. The findings and their implications for service providers at both high school and college levels are discussed.

scholarly journals I Just Have to Try Harder: Examining the Mindsets of Students with LD

2021 ◽  
pp. 082957352199895
Author(s):  
Lauren D. Goegan ◽  
Gabrielle N. Pelletier ◽  
Lia M. Daniels
Keyword(s):  
Learning Disabilities ◽  
Pilot Study ◽  
Growth Mindset ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Fixed Mindset ◽  
Students With Ld

Growth and fixed mindset messaging is gaining popularity. In our pilot study, we examine the mindsets of students with learning disabilities (LD) to determine how their self-beliefs relate to this messaging. Our results demonstrate that students with LD endorse growth mindsets more than fixed mindsets which is consistent with their peers without LD. Moreover, in their comments about being a student with LD, participants highlight important components of growth mindset messaging. However, some comments may reflect a false-growth mindset wherein students are only focused on effort and not the additional resources required for growth. We provide directions for future research.

Structures, Practices, and Policies to Support Community-Engaged Scholarship at the Community College

2020 ◽  
pp. 172-186
Author(s):  
Mary Ann Bodine Al-Sharif ◽  
Hugo García
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Undergraduate Research ◽  
Local Communities ◽  
Postsecondary Institutions ◽  
Future Research ◽  
Research Projects ◽  
Engaged Scholarship ◽  
Community Engaged Scholarship ◽  
Large Corpus

This chapter illuminates the ways in which community colleges can develop and enhance their community-engaged scholarship (CES) to ensure they meet the needs of the local communities they are a part of. Indeed, community-engaged scholarship (CES) has been seen as a vehicle to support local communities by creating partnerships with postsecondary institutions to ensure research is conducted in a way that is mutually beneficial. The authors first explore the large corpus of literature regarding undergraduate research and then present a select number of community colleges that have been successful in incorporating undergraduate research projects. They then present how CES has been defined and how it has been implemented within a higher education context. They then proceed to introduce a CES conceptual model and explain how community colleges can utilize the model to support the institutionalization of CES programs. They conclude with recommendations for future research.

Spelling Instruction for Students with Learning Disabilities: Implications for Research and Practice

1994 ◽  
Vol 17 (3) ◽  
pp. 169-185 ◽  
Author(s):  
David McNaughton ◽  
Charles A. Hughes ◽  
Karen Clark
Keyword(s):  
Learning Disabilities ◽  
Future Research ◽  
Limited Information ◽  
Students With Learning Disabilities ◽  
Research Issues ◽  
New Words ◽  
Spelling Instruction ◽  
Instructional Activities ◽  
Students With Ld ◽  
The Impact

We reviewed 27 published studies on spelling instruction for students with learning disabilities (LD) and coded them for the following variables: (a) student characteristics, (b) instructional activities, (c) nature of materials to be learned, and (d) criterial tasks (Jenkins, 1979). Most of the studies investigated the impact of instructional activities on the production of targeted spelling items by elementary-grade students with LD. We interpret the results of this review as suggesting that the following activities may enhance learning for some students with LD: (a) limiting the number of new words introduced each day, (b) facilitating student-directed and peer-assisted instruction, (c) directing students to name letters aloud as they are practiced, (d) including instruction in morphemic analysis, (e) providing immediate error imitation and correction, (f) using motivating reinforcers, and (g) providing periodic retesting and review. Only limited information is available on interventions that promote generalization of spelling knowledge to untrained words, use of trained vocabulary in a variety of writing activities, and maintenance of vocabulary across time. We discuss current research issues and future research directions in spelling instruction for students with learning disabilities.

Applied STEM Coursework, High School Dropout Rates, and Students With Learning Disabilities

2016 ◽  
Vol 32 (5) ◽  
pp. 664-696 ◽  
Author(s):  
Jay Stratte Plasman ◽  
Michael A. Gottfried
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
Postsecondary Education ◽  
Dropout Rates ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Educational History ◽  
Nationally Representative

Applied science, technology, engineering, and math (STEM) coursetaking is becoming more commonplace in traditional high school settings to help students reinforce their learning in academic STEM courses. Throughout U.S. educational history, vocational education has been a consistent focus for schools to keep students on the school-to-career pathway. However, very few studies have examined the role of applied STEM coursetaking in improving schooling outcomes for students with learning disabilities. This is a major missing link as students with learning disabilities tend to exhibit much higher dropout rates than students from the general population. This study examines mechanisms displayed through applied STEM courses and the role they play in helping students with learning disabilities complete high school and transition into college. Using a nationally representative data set of high school students and their full transcripts (i.e., Education Longitudinal Study of 2002), we found that students with learning disabilities who took applied STEM courses significantly increased their educational outcomes in the following ways: lowered chances of dropout, increased math test scores, and increased enrollment in postsecondary education. While the general student population also benefited by taking applied STEM courses, the advantages were greater for those students with learning disabilities.

Model Drawing Strategy for Fraction Word Problem Solving of Fourth-Grade Students With Learning Disabilities

2017 ◽  
Vol 38 (3) ◽  
pp. 181-192 ◽  
Author(s):  
Emily Sharp ◽  
Minyi Shih Dennis
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Strategy Instruction ◽  
Future Research ◽  
Cognitive Strategy Instruction ◽  
Students With Learning Disabilities ◽  
Intervention Package ◽  
Word Problem Solving ◽  
Drawing Strategy

This study used a multiple probe across participants design to examine the effects of a model drawing strategy (MDS) intervention package on fraction comparing and ordering word problem–solving performance of three Grade 4 students. MDS is a form of cognitive strategy instruction for teaching word problem solving that includes explicit instruction in drawing bar diagrams to represent problem components. Results suggest the intervention package was effective for improving the fraction word problem solving of students with learning disabilities and that effects were maintained 2 and 4 weeks after intervention. Implications of these findings and indications for future research are discussed.

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