Defining College Readiness for Students with Learning Disabilities: A Delphi Study

2009 ◽  
Vol 12 (4) ◽  
pp. 2156759X0901200
Author(s):  
Amy Milsom ◽  
Dietz Lauren
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Learning Disabilities ◽  
College Readiness ◽  
School Counselors ◽  
Delphi Study ◽  
Transition Planning ◽  
Expert Panel ◽  
Students With Learning Disabilities ◽  
Postsecondary Transitions

A Delphi study was used to examine the construct of college readiness for students with learning disabilities. An expert panel of 29 individuals with backgrounds in special education, postsecondary transitions, higher education, and/or counseling identified and rated the importance of knowledge, skills, attitudes, and other factors they believe to be important for students with learning disabilities to be successful in college. Suggestions for how school counselors can use the results to guide postsecondary transition planning interventions are provided.

Providing College Readiness Counseling for Students with Autism Spectrum Disorders: A Delphi Study to Guide School Counselors

2012 ◽  
Vol 16 (1) ◽  
pp. 2156759X1201600 ◽  
Author(s):  
Megan Krell ◽  
Rachelle Pérusse
Keyword(s):  
Autism Spectrum Disorders ◽  
College Readiness ◽  
School Counselors ◽  
Delphi Study ◽  
Planning Process ◽  
Transition Planning ◽  
Autism Spectrum ◽  
Study Results ◽  
Students With Autism ◽  
Spectrum Disorders

This study used the Delphi method to examine school counselors' roles for providing equitable college readiness counseling for students with autism spectrum disorders (ASD). Participants included an expert panel of 19 individuals with experience and knowledge in postsecondary transition for students with ASD. Expert participants identified 29 tasks of school counselors for providing equitable college readiness counseling to students with ASD, such as encourage student involvement in the transition planning process, collaborate with parents, and conduct workshops for students with ASD and their parents about college transition. This article provides practical implications and recommendations based on the study results.

scholarly journals Students with Specific Learning Disabilities in the Higher Education System in Israel: Successes and Challenges

2019 ◽  
Vol 42 (1) ◽  
pp. 123-140
Author(s):  
Ronit Mandelblit
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
Education System ◽  
Students With Learning Disabilities ◽  
Higher Education System ◽  
The World ◽  
Uniform Policy ◽  
Successes And Challenges ◽  
Very High ◽  
Specific Learning

SummaryStudies show the very high probability that a child with learning disabilities will grow up to be an adult with learning disabilities and will experience difficulties in his academic or professional studies and in the world of employment. Today, there is an increase in the number of students with learning disabilities in academic institutions in Israel and around the world, with the extent of students with learning disabilities in Israel being estimated at up to 15% of diagnosed students. The article discusses the problem that most studies address children and teens with learning disabilities, while knowledge about coping with students with learning disabilities in the higher education system is limited. Moreover, there seems to be no uniform policy on supporting these students. The article is addressed to policymakers and lawmakers in Israel’s higher education system, with the aim of presenting current support and proposing changes and improvements intended for these students.

Teaching Geometry to Students With Learning Disabilities: Introduction to the Special Series

2020 ◽  
pp. 073194872095976
Author(s):  
Dake Zhang
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Math Education ◽  
Learning Difficulties ◽  
Students With Learning Disabilities ◽  
Critical Questions ◽  
Special Series ◽  
Teaching Geometry ◽  
Geometry Learning ◽  
Learning And Instruction

This article introduces and contextualizes the four articles that constitute the thematic special series on geometry instruction for students with learning disabilities or difficulties. The four articles, each emphasizing one important aspect of geometry learning and instruction for students with learning difficulties or disabilities, are aimed to answer critical questions raised by special education/math education researchers and practitioners on how to teach geometry to students with learning disabilities or difficulties.

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