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Volume 10, Number 1
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Notetaking, Difficulties and Approaches Reported
by University Students with Learning Disabilities, Sharon K. Suritsky
Abstract: Thirty-one university students with
learning disabilities (LD) were interviewed to determine their specific
notetaking approaches, difficulties encountered, and requested accommodations
related to notetaking. Results revealed that few students used comprehensive
and effective notetaking approaches, with only a small number requesting
notetaking accommodations. M41or areas of difficulty included speed
of writing, paying attention, making sense of notes after the lecture,
and deciding what information to record in notes. Implications for
future notetaking programming as well as research are discussed.
Learning to Achieve: Suggestions from Adults
with Learning Disabilities, Henry B. Reiff, Paul J. Garber, and
Rick Ginsbeig
Abstract: Research has demonstrated that some
adults with learning disabilities have been able to attain significant
vocational success. This paper presents results from a national
study of 71 successful adults with learning disabilities. An analysis
of the results indicates that these individuals used similar patterns
in vocational achievement. These patterns form a model of success
based on internal decisions and external manifestations. This
model may serve as a foundation for instructional adaptations
in serving postsecondary students with learning disabilities.
Approaches based on this model would emphasize the potential for
significant achievement rather than focus on limitations of learning
disabilities.
Postsecondary Transition to Employment and
the Americans with Disabilities Act: An Annotated Bibliography,
Joseph P. Cullen
Abstract: A list of current resources dealing
with issues of postsecondary transition to employment and the
Americans with Disabilities Act (ADA) of 1990. These references
are cross-disciplinary in that they were chosen from the Education
(ERIC), Psychology (PsychLit), and Business (ABI/Inform) databases.
The majority of citations are pertinent to all domains of exceptionality.
Articles were chosen for their practicality, timeliness, and relevance
for practitioners working with students who are exiting school
and entering the workforce
Copyright 1993, Association on Higher Education
and Disabilty
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