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Volume 10, Number 3
(Back to main JPED page)
Self-Reported Written Language Difficulties
of University Students with Learning Disabilities
Judith Osgood Smith
Abstract: The current descriptive study used
structured interviews to explore the nature of written expression
problems experienced by 31 university students with learning disabilities.
Participants commented on (a) perceived postsecondary setting demands
for written expression; (b) specific areas of writing difficulty;
(c) strategies used to complete written requirements; and (d) writing
accommodations requested and received. Primary areas of difficulty
included proofreading/detecting errors, spelling, grammar, and writing
speed and legibility. Eighty-one percent who requested accommodations
said professors were usually willing to grant their requests. Suggested
accommodations and implications for university faculty are presented.
A New Model for Access
Lea Van Meter
Abstract: Borrowing from the principles of
student development and current organizational theory, the author
and her staff have worked to create an Integrated Access Model
of service delivery to students with disabilities. The purpose
of this position paper is to discuss this model and its implications
for college campuses.
Project Excel: A Demonstration of the Higher
Education Transition Model for High-Achieving Students with Disabilities
Riqua Serebrini, Phillip D. Rumrill, James A Mullins, and Suzanne
E. Gordon
Abstract: Project Excel, a six-week summer
transition program for high-achieving students with disabilities
at the University of Arkansas, demonstrated the usefulness of
the Higher Education Transition Model as an organizational concept
and framework for the administration of the transition process.
The model includes psychosocial adjustment, academic development,
and university and community orientation as essential considerations
for students with disabilities as they enter and adjust to college
life. The twelve students who participated in Project Excel received
academic advising and personal counseling, enrolled in six hours
of college credit, and participated in a wide range of social
and recreational activities. Overall, students rated the program
as a good- to -excellent college preparatory experience.
Case-Managed Support Services for Students
Who Are Deaf or Hearing Impaired
Elizabeth T. McNeil and Susan Kelley
Abstract: The population of college students
who are deaf or hearing impaired on mainstream campuses has grown
in recent years. Although support services have expanded in an
effort to meet the needs of students with hearing impairments,
the range of services provided and program retention rates have
been sources of concern. This article presents an overview of
case-managed support services program developed specifically to
serve this population at major southeastern university. Program
components and processes that are integral elements of this model
are described.
Learning Disabilities in Adult Basic Education:
A Survey of Current Practices
Ann Ryan and Lynda Price
Abstract: The purpose of the study was to explore
a number of issues critical to the effective service delivery
and skill education of adults with learning disabilities in Adult
Basic Education (ABE) programs in all 50 states and two American
Territories. Adult Basic Education directors answered brief questions
in the following areas: the prevalence of students with learning
disabilities in their ABE programs; what definitions of learning
disabilities were currently in use in their local ABE educational
programs; how ABE students were diagnosed for learning disabilities
in conjunction with these programs; and how important and what
type of training ABE instructors were currently receiving about
learning disabilities. Data describing these areas are summarized
in five tables. Recommendations based upon the study are discussed
and include: increasing staff training for ABE instructors and
paraprofessionals; wider dissemination about the effectiveness
of ABE programs as an option for individuals with learning disabilities;
and further research to explore the relationship between ABE and
learning disabilities in adults.
Copyright 1993, Association on Higher Education
and Disability
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