JPED Volume 15, Number 1, Fall 2001
Fall 2001
- Peer-Based Coaching for College Students with ADHD and Learning Disabilities
- The Psychosocial Development of College Students With and Without Learning Disabilities
- Computer Technologies For Postsecondary Students With Disabilities I: Comparison of Student And Service Provider Perspectives
- Computer Technologies For Postsecondary Students With Disabilities II: Resources and Recommendations For Postsecondary Service Providers
- Book Review: Meeting the Challenge of Learning Disabilities in Adulthood.
Peer-Based Coaching for College Students with ADHD and Learning Disabilities
Abstract: A peer-based coaching program for students with ADHD and learning disabilities was studied for its effectiveness in helping college students with self-efficacy and study skills. Participants were divided into two groups: an experimental group, which included students who participated in the coaching program; and a control group, which included students who did not participate in the coaching program. The Self-Efficacy Scale (Sherer et al., 1982) and the Learning and Study Strategies Inventory (Weinstein, Schutte, & Palmer, 1987) were given at the beginning and end of the program to all participants. The findings suggest that peer-based support may be an effective means for enhancing general self-efficacy as well as some key areas of learning strategies and study skills for college students with ADHD and learning disabilities.
The Psychosocial Development of College Students With and Without Learning Disabilities
Abstract: This study was designed to explore the psychosocial development of college students with and without learning disabilities. The construct of psychosocial development was measured by the Student Developmental Task and Lifestyle Inventory (SDTLI; Winston and Miller,1987). Analysis of the data revealed significant differences between students with and without learning disabilities in terms of their academic autonomy and mature interpersonal relationships. There were no differences found between the two groups within the developmental constructs of purpose, salubrious lifestyle, and intimacy. It appears that the presence of a learning disability may interfere with psychosocial development and/or that students with learning disabilities may unknowingly sacrifice psychosocial development to maintain acceptable academic standards including grade point average and academic progress.
Computer Technologies For Postsecondary Students With Disabilities I: Comparison of Student And Service Provider Perspectives
Abstract: In a series of three studies conducted between fall 1997 and spring 1999 we explored the computer, information and adaptive computer technologies needs and concerns of Canadian postsecondary students. To obtain an overview of the important issues, in Study 1 we conducted focus groups with 6 postsecondary personnel responsible for providing services to students with disabilities and 12 postsecondary students with various disabilities. In Study 2 we obtained in-depth information from Canada-wide structured interviews with individuals responsible for providing services to students with disabilities (n=30) and with 37 postsecondary students with various disabilities. In Study 3 we collected comprehensive information via questionnaire from a Canada-wide sample of 725 junior/community college and university students as well as data about the proportion of students with disabilities from 162 campus based disability service providers. Here we report on the scientific aspects, including the methods used and the findings. In a companion article (Fichten, Asuncion, Barile, Fossey, Robillard, & Wolforth, 2001) we use the findings to generate wide-ranging recommendations and provide resources and tools for practitioners.
Computer Technologies For Postsecondary Students With Disabilities II: Resources and Recommendations For Postsecondary Service Providers
Abstract: In this companion paper to our scientific findings (Fichten, Asuncion, Barile, Fossey, & Robillard, 2001b) we focus on applied issues associated with providing computer related services to postsecondary students with disabilities. We use the results of our series of empirical studies of the needs and concerns of students with disabilities and individuals responsible for providing services to them. The goal is to target evolving issues, provide an up-to-date, user friendly list of resources, and make practical recommendations about what postsecondary personnel responsible for providing services to students with disabilities can do to facilitate access to computer and information technologies at their colleges and universities.
Book Review: Meeting the Challenge of Learning Disabilities in Adulthood.
Summary: Dr. Roffman’s book explores the lasting impact of learning disabilities on adults’ lives and offers strategies for those adults in managing the challenges that arise as they enter and navigate adulthood.
