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Author: Mitchell B. Clark
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 240
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Book Description
"This study examined the distribution, utilization, and perceived helpfulness of academic accommodations and supports for college students with Specific Learning Disabilities (SLD). The survey was distributed to directors of Disability Support Service (DSS) programs at two and four year institutions in the state of Washington. Directors were asked to forward the survey to all students identified as having SLD within their programs. Thirty-seven college students with SLD responded to the survey. Results indicated all but one of the accommodations and supports included in the survey were utilized. Only 21.2% of the accommodations and supports were obtained through DSS programs. Across the four categories of Assistive Technology and Programs, Program Modification, Therapy and Counseling, and Miscellaneous Interventions, t-tests analyses revealed significant differences between mean levels of accommodations and supports that were and were not provided by DSS programs. For the Direct Academic Assistance and Strategy Training categories, no significant differences were determined between mean levels of accommodations and supports. All six categories of accommodations and supports were found to have a perceived helpfulness rating of "Helpful" on a five point Likert scale. This study highlights the need for increased faculty and student awareness of available accommodations and supports in postsecondary education"--Document.
Author: Mitchell B. Clark
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 240
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Book Description
"This study examined the distribution, utilization, and perceived helpfulness of academic accommodations and supports for college students with Specific Learning Disabilities (SLD). The survey was distributed to directors of Disability Support Service (DSS) programs at two and four year institutions in the state of Washington. Directors were asked to forward the survey to all students identified as having SLD within their programs. Thirty-seven college students with SLD responded to the survey. Results indicated all but one of the accommodations and supports included in the survey were utilized. Only 21.2% of the accommodations and supports were obtained through DSS programs. Across the four categories of Assistive Technology and Programs, Program Modification, Therapy and Counseling, and Miscellaneous Interventions, t-tests analyses revealed significant differences between mean levels of accommodations and supports that were and were not provided by DSS programs. For the Direct Academic Assistance and Strategy Training categories, no significant differences were determined between mean levels of accommodations and supports. All six categories of accommodations and supports were found to have a perceived helpfulness rating of "Helpful" on a five point Likert scale. This study highlights the need for increased faculty and student awareness of available accommodations and supports in postsecondary education"--Document.
Author: Carol Kochhar-Bryant
Publisher: Corwin Press
ISBN: 1412952794
Category : Education
Languages : en
Pages : 249
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Book Description
"As mandated by federal law, schools must assist students with disabilities in developing appropriate goals and transition plans for life after high school. Written for teachers and student assistance professionals, this comprehensive and practical book focuses on how the planning process can prepare students for the greater independence of postsecondary settings. Recognizing that students with disabilities have a wide range of needs, this resource discusses the transition requirements of various postsecondary options, including colleges, universities, career and technical training programs, and employment. Developed by highly regarded experts, this authoritative guide includes: the most up-to-date information on key legislation that affects transition services and the rights and responsibilities of students and professionals; advice for helping students document disabilities, develop self-advocacy skills, and seek accommodations; information about postsecondary resources on campus and in the community; students' personal stories and a look at the role of family involvement. An overview of transition considerations for middle school youth."--Publisher's website.
Author: Lynn A. Newman
Publisher:
ISBN:
Category :
Languages : en
Pages : 31
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Book Description
There is a dearth of information on specific accommodations used by students with disabilities at the secondary and postsecondary levels. Using data from the National Longitudinal Transition Study-2, researchers examined a nationally-representative cohort of 3,190 students with disabilities who reported that they had ever enrolled in a postsecondary program since leaving high school. Analysis of differences in rates of self-disclosure indicated that only 35% of youth with disabilities informed their college of their disability. Whereas 98% received disability-based accommodations at the secondary level, only 24% did so at the postsecondary level. Likewise, 59% received at least one modification at the secondary level, but only 4% did in college. Implications for practice and future research are discussed. These data have important implications for those assisting students with disabilities in the transition to postsecondary education. High school transition-planning teams, including students and students, need to be aware that students will be required to self-disclose their disability to the proper postsecondary contact to receive accommodations and services. In addition, secondary planning teams and parents must understand that although accommodations and modifications are available, their use is far more limited at the college level. Thus, the use of accommodations and modifications at the secondary level should be carefully examined and the student should be involved in discussions related to why each is needed, how it is used, and what benefits it provides. At the postsecondary level, it is essential that schools be aware of the almost two thirds of students with disabilities on their campuses who have chosen not to disclose their disability. It highlights the importance of colleges considering universal design principals in developing curriculum. (Contains 1 table.) [This paper was published in "Career Development and Transition for Exceptional Individuals," v38 n3 p173-181 2015 (EJ1079059).].
Author: Meg Grigal
Publisher: Routledge
ISBN: 1317389158
Category : Education
Languages : en
Pages : 201
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Book Description
Navigating the Transition from High School to College for Students with Disabilities provides effective strategies for navigating the transition process from high school into college for students with a wide range of disabilities. As students with disabilities attend two and four-year colleges in increasing numbers and through expanding access opportunities, challenges remain in helping these students and their families prepare for and successfully transition into higher education. Professionals and families supporting transition activities are often unaware of today’s new and rapidly developing options for postsecondary education. This practical guide offers user-friendly resources, including vignettes, research summaries, and hands-on activities that can be easily implemented in the classroom and in the community and that facilitate strong collaboration between schools and families. Preparation issues such as financial aid, applying for college, and other long-term planning areas are addressed in detail. An accompanying student resource section offers materials for high school students with disabilities that secondary educators, counselors, and transition personnel can use to facilitate exploration and planning discussions. Framing higher education as a possible transition goal for all students with disabilities, Navigating the Transition from High School to College for Students with Disabilities supports the postsecondary interests of more than four million public school students with disabilities.
Author: Carol Kochhar-Bryant
Publisher: Corwin Press
ISBN: 1412952794
Category : Education
Languages : en
Pages : 249
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Book Description
"As mandated by federal law, schools must assist students with disabilities in developing appropriate goals and transition plans for life after high school. Written for teachers and student assistance professionals, this comprehensive and practical book focuses on how the planning process can prepare students for the greater independence of postsecondary settings. Recognizing that students with disabilities have a wide range of needs, this resource discusses the transition requirements of various postsecondary options, including colleges, universities, career and technical training programs, and employment. Developed by highly regarded experts, this authoritative guide includes: the most up-to-date information on key legislation that affects transition services and the rights and responsibilities of students and professionals; advice for helping students document disabilities, develop self-advocacy skills, and seek accommodations; information about postsecondary resources on campus and in the community; students' personal stories and a look at the role of family involvement. An overview of transition considerations for middle school youth."--Publisher's website.
Author: Carol Ann Tomlinson
Publisher: ASCD
ISBN: 1416618635
Category : Education
Languages : en
Pages : 210
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Book Description
Although much has changed in schools in recent years, the power of differentiated instruction remains the same—and the need for it has only increased. Today's classroom is more diverse, more inclusive, and more plugged into technology than ever before. And it's led by teachers under enormous pressure to help decidedly unstandardized students meet an expanding set of rigorous, standardized learning targets. In this updated second edition of her best-selling classic work, Carol Ann Tomlinson offers these teachers a powerful and practical way to meet a challenge that is both very modern and completely timeless: how to divide their time, resources, and efforts to effectively instruct so many students of various backgrounds, readiness and skill levels, and interests. With a perspective informed by advances in research and deepened by more than 15 years of implementation feedback in all types of schools, Tomlinson explains the theoretical basis of differentiated instruction, explores the variables of curriculum and learning environment, shares dozens of instructional strategies, and then goes inside elementary and secondary classrooms in nearly all subject areas to illustrate how real teachers are applying differentiation principles and strategies to respond to the needs of all learners. This book's insightful guidance on what to differentiate, how to differentiate, and why lays the groundwork for bringing differentiated instruction into your own classroom or refining the work you already do to help each of your wonderfully unique learners move toward greater knowledge, more advanced skills, and expanded understanding. Today more than ever, The Differentiated Classroom is a must-have staple for every teacher's shelf and every school's professional development collection.
Author: Loring Cowles Brinckerhoff
Publisher:
ISBN:
Category : Learning disabled
Languages : en
Pages : 492
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Book Description
Author: Nancy J. Evans
Publisher: John Wiley & Sons
ISBN: 1118018222
Category : Education
Languages : en
Pages : 544
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Book Description
Create campuses inclusive and supportive of disabled students, staff, and faculty Disability in Higher Education: A Social Justice Approach examines how disability is conceptualized in higher education and ways in which students, faculty, and staff with disabilities are viewed and served on college campuses. Drawing on multiple theoretical frameworks, research, and experience creating inclusive campuses, this text offers a new framework for understanding disability using a social justice lens. Many institutions focus solely on legal access and accommodation, enabling a system of exclusion and oppression. However, using principles of universal design, social justice, and other inclusive practices, campus environments can be transformed into more inclusive and equitable settings for all constituents. The authors consider the experiences of students, faculty, and staff with disabilities and offer strategies for addressing ableism within a variety of settings, including classrooms, residence halls, admissions and orientation, student organizations, career development, and counseling. They also expand traditional student affairs understandings of disability issues by including chapters on technology, law, theory, and disability services. Using social justice principles, the discussion spans the entire college experience of individuals with disabilities, and avoids any single-issue focus such as physical accessibility or classroom accommodations. The book will help readers: Consider issues in addition to access and accommodation Use principles of universal design to benefit students and employees in academic, cocurricular, and employment settings Understand how disability interacts with multiple aspects of identity and experience. Despite their best intentions, college personnel frequently approach disability from the singular perspective of access to the exclusion of other important issues. This book provides strategies for addressing ableism in the assumptions, policies and practices, organizational structures, attitudes, and physical structures of higher education.
Author: United States Government Accountability Office
Publisher:
ISBN: 9781469910376
Category : Education
Languages : en
Pages : 52
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Book Description
Students with disabilities represented nearly 11 percent of all postsecondary students in 2008, according to a federal survey. Moreover, this population appears to have grown, based on selected federal and state data. Also, in 2008, students with disabilities were similar to their peers without disabilities with regard to age, race, and the schools they attended. Students reported having a range of disabilities in 2008, and the distribution of disability types had changed since 2000. For example, the proportion of students that reported having attention deficit disorder had increased from 7 to 19 percent. Postsecondary schools use different approaches and accommodations to support students with disabilities. Schools are required to provide reasonable accommodations, such as note takers and extended time on tests, tailored to individual students' needs. Further, some schools offer enhanced or more comprehensive services than are required by law. For example, some schools GAO visited provided support on time management and study skills. Other schools offer specialized programs, such as one designed to help students with learning disabilities transition to meet college-level reading and writing requirements. Assistive technology has expanded the educational opportunities for students with disabilities. For example, voice recognition software can help students prepare papers by "talking" to the computer. Schools face a broad range of challenges in supporting students with disabilities as they transition to higher education. For example, schools face challenges in supporting students who are unaware of their rights and responsibilities regarding accommodations and in providing services that involve specialized knowledge. Another challenge schools reported was a lack of awareness among some faculty members regarding legal requirements for supporting students with disabilities. Schools also anticipate facing challenges in supporting two growing populations of postsecondary students: veterans with newly acquired disabilities and students with intellectual disabilities. Education has provided some assistance to postsecondary schools to support students with disabilities through three offices. However, the agency has no mechanism to systematically share information across offices and coordinate their technical assistance efforts. These offices-Office for Civil Rights (OCR), Office of Special Education and Rehabilitative Services, and Office of Postsecondary Education (OPE)-have different missions and priorities, focus on different clients, and provide different types of assistance to schools. Although OCR's primary role is enforcement, it has taken the lead in providing assistance to postsecondary schools regarding disability topics. OPE has focused its technical assistance primarily on those 47 schools that received grants in 2008 related to students with disabilities. According to OPE officials, the office does not provide broader technical assistance on disability issues because it lacks expertise in this area. School officials told GAO they need more guidance and information about serving students with disabilities.
Author: Laurie Lewis
Publisher:
ISBN:
Category : Educational surveys
Languages : en
Pages : 84
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Book Description
