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Identifying important components in college learning disability programs

Williams, Kim. author ;Rosenberg, Judith H., 1950- thesis advisor

1996

Available at Central Connecticut State University  CCSU Theses/Dissertations Stack 6  (Thesis 1443 )()

  • Title:
    Identifying important components in college learning disability programs
  • Author/Creator: Williams, Kim. author
  • Rosenberg, Judith H., 1950- thesis advisor; Central Connecticut State University. Department of Health and Human Service Professions.
  • Creation Date: 1996
  • Language: English
  • Physical Description: 36 unnumbered leaves : samples ; 29 cm.; paper 29 cm. ink typescript.
  • Bibliography: Includes bibliographical references (leaves 32-35).
  • Subjects: Learning disabled -- Education (Higher) -- United States; Learning disabled -- Services for -- United States
  • Description: An extensive literature search was conducted in the fields of higher education and learning disabilities to identify essential support services for post-secondary LD programs. Four components were identified as essential to a comprehensive college LD program: 1) assessment and diagnosis, 2) interventions, 3) program goals, and 4) professional background of center staff. A survey was developed based on literature findings and mailed to ten experts in the field of college students with learning disabilities. Expert names were provided by the National Learning Disabilities Association and the Association of Higher Education and Disabilities. Respondents to this study believe the most important goal of an LD support center is to prepare students for life after college. This is accomplished via instruction in learning strategies, training in study skills, and teaching independence oriented skills. There was significant division over whether colleges need to provide assessment and diagnosis on campus. The philosophy that programs do not need to provide assessment was favored by one respondent. Most respondents believed that program staff need to have special education backgrounds and be provided with in-service training to keep abreast of trends in programming. These findings are consistent with literature (Yost et al, 1994; Brinckerhoff, Shaw, and McGuire 1992; Roffiman, Herzog, Wershba-Gershon, 1994; Kuncaitis, 1984) recommendations that support programs need to prepare students for life after graduation. Shaw, Cullen, and McGuire {1993) and (Yost et al, 1994) state this goal can be accomplished via instruction in learning strategies and promotion of self-advocacy skills. Norlander, Shaw, and McGuire (1990) state that special education is the preferred background for center staff and that in-service training needs to be provided for all staff working with LD students. The findings in the assessment and diagnosis category were inconsistent with literature (Brinckerhoff, 1991) recommendations that community service practitioners provide testing. Providers in this study state assessment and diagnosis services need to be provided on campus.
  • Notes: Includes bibliographical references (leaves 32-35).
  • Degree Granted: M.S. Central Connecticut State University 1996
  • OCLC Number: 36141156