Literaturnachweis - Detailanzeige
| Autor/in | Hauser, Jerald |
|---|---|
| Titel | Help and Fair Play for College Learning Disabled Students. |
| Quelle | (1994), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; College Faculty; College Students; Coping; Higher Education; Learning Disabilities; Learning Strategies; Student Characteristics; Student College Relationship; Student Needs; Student Personnel Services; Study Skills; Teacher Attitudes; Teacher Student Relationship |
| Abstract | This paper addresses the characteristics, achievements, attitudes, and needs of college students with learning disabilities (LD). The most definitive and frequent description of LD is that there is a significant discrepancy between measured intelligence and academic achievement. College students with LD often possess high degrees of motivation and persistence as a result of coping with these special challenges. Many have identified specific study strategies that work for them, including studying in quiet places, following a schedule, subvocalizing their reading, and purchasing previously highlighted textbooks. Seldom used strategies include using audiotaped textbooks or tape-recording lectures. However, virtually all college students with LD report that they desire and need emotional, social, and academic support such as a support group; academic advising that takes into account their limitations; clear syllabi; tutorial services; and provision of adaptations in test format or time allowed. Among examination procedures likely to minimize these students' success are "pop" quizzes and in-class examinations that require extended and first-time reading prior to writing. Faculty typically express concerns about lack of services for students with LD, false claims of LD to mask poor student preparation, and the increased time demands that LD students require of faculty. (Contains 12 references.) (DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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