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Volume 15, Number 1
Fall 2001
(Back to main JPED page)
Peer-Based Coaching for College Students with
ADHD and Learning Disabilities
Lavonne M. Zwart & Leanne M. Kallemeyn
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
James J. Costello & R. William English
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
Catherine S. Fichten, Jennison V. Asuncion, Maria Barile, Myrtis
E. Fossey, and Chantal Robillard
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
Catherine S. Fichten, Jennifer V. Asuncion, Maria Barile, Mrytis
E. Fossey, Chantal Robillard, and Joan Wolforth
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.
Elaine Manglitz
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.
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