Biomedical subjects
Publications and source records attributed to S F Shaw.
Past, present, and future concerns regarding the definition of learning disabilities (LD) are documented. Research on efforts to clarify the LD label is discussed, with a focus on the questionable utility of the discrepancy model. Finally, an approach to operationalizing the NJCLD definition of LD is presented and applied.
A nationwide survey of 510 postsecondary LD service providers was conducted to determine (a) the types of interventions utilized by service providers, and (b) their attitudes toward the needs of adults with learning disabilities. The results of this study revealed that an educationally diverse group of professionals have been given the responsibility of developing programs and providing direct instruction to individuals with LD. The proliferation of services found in this survey is analogous to a "menu" of options, with little or no philosophical base. Findings suggest that service providers should be encouraged to utilize interventions that lead to self-determination and independence for adults with LD.
Explore the source record for details and available documents.
Explore the source record for details and available documents.
Explore the source record for details and available documents.
Explore the source record for details and available documents.
This paper presents the results of a survey designed to identify the needed competencies of both administrative and direct service personnel in directing and implementing postsecondary support programs for students with learning disabilities. Data were collected from a national sample of 299 practitioners. In addition to information about respondent characteristics, results include ratings for all items on the survey. Competency areas perceived as most desired by learning specialists were assessment skills, cognitive interventions, and instructional skills, while administrative personnel rated management/leadership skills as most desired. Implications for professional development activities are addressed. The need for strengthening linkages between secondary and postsecondary personnel to foster effective transition planning for students with learning disabilities is also explored.
This article focuses on the four primary issues that directly affect service delivery to students with learning disabilities in postsecondary settings, including (a) How are high school and post-secondary settings different? (b) How are eligibility and access determined? (c) How are reasonable accommodations determined? and (d) How can the independence level of college students with learning disabilities be fostered? Each of these issues will be discussed within the context of the student's transition from high school, where Public Law 94-142 is in effect, to college, where Section 504 of the Rehabilitation Act of 1973 applies.