Promoting Strategic Learning by Postsecondary Students with Learning Disabilities

1995 ◽  
Vol 28 (3) ◽  
pp. 170-190 ◽  
Author(s):  
Deborah L. Butler
Keyword(s):  
Learning Disabilities ◽  
Postsecondary Students ◽  
Strategic Learning ◽  
Students With Learning Disabilities

Effects of Speech Synthesis on the Proofreading Efficiency of Postsecondary Students with Learning Disabilities

1995 ◽  
Vol 18 (2) ◽  
pp. 141-158 ◽  
Author(s):  
Marshall H. Raskind ◽  
Eleanor Higgins
Keyword(s):  
Learning Disabilities ◽  
Speech Synthesis ◽  
Written Language ◽  
The Other ◽  
Read Aloud ◽  
Synthesis Condition ◽  
Superior Performance ◽  
Postsecondary Students ◽  
Students With Learning Disabilities ◽  
Synthesis System

This study investigated the effects of speech synthesis on the proofreading efficiency of postsecondary students with learning disabilities. Subjects proofread self-generated written language samples under three conditions: (a) using a speech synthesis system that simultaneously highlighted and “spoke” words on a computer monitor, (b) having the text read aloud to them by another person, and (c) receiving no assistance. Using the speech synthesis system enabled subjects to detect a significantly higher percentage of total errors than either of the other two proofreading conditions. In addition, subjects were able to locate a significantly higher percentage of capitalization, spelling, usage and typographical errors under the speech synthesis condition. However, having the text read aloud by another person significantly outperformed the other conditions in finding “grammar-mechanical” errors. Results are discussed with regard to underlying reasons for the overall superior performance of the speech synthesis system and the implications of using speech synthesis as a compensatory writing aid for postsecondary students with learning disabilities.

Course Substitution Practices, Policies, and Implications for Students with Disabilities

2005 ◽  
Vol 25 (1) ◽  
pp. 17-25
Author(s):  
Terri Forsbach-Rothman ◽  
Fernando F. Padró ◽  
Jennifer Rice-Mason
Keyword(s):  
Community College ◽  
Learning Disabilities ◽  
Foreign Language ◽  
Students With Disabilities ◽  
Colleges And Universities ◽  
Postsecondary Students ◽  
Rehabilitation Act Of 1973 ◽  
Students With Learning Disabilities ◽  
United State ◽  
Boston University

Data from 65 colleges and universities across the United State were used to study course substitution practices for postsecondary students with disabilities. Data indicate that the majority of surveyed institutions (90.8%) allow course substitutions, yet only 50% had written policies directing substitution decisions. At responding institutions (N = 65), foreign language and math are the most common courses requested for substitution. In addition, at surveyed institutions, students with learning disabilities are more likely than other students with disabilities to request and be offered substitutions. These findings are discussed in regard to §504 of the Rehabilitation Act of 1973, subsequent legislation, and two key cases, Southeastern Community College v. Davis (1979) and Guckenberger et al. v. Boston University (1998).

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