Learning Strategy Instruction for College Students with Disabilities: A Systematic Review of the Literature

Autor/inn/en	Faggella-Luby, Michael; Gelbar, Nicholas; Dukes, Lyman, III; Madaus, Joseph; Lalor, Adam; Lombardi, Allison
Titel	Learning Strategy Instruction for College Students with Disabilities: A Systematic Review of the Literature
Quelle	In: Journal of Postsecondary Education and Disability, 32 (2019) 1, S.63-81 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-7762
Schlagwörter	Learning Strategies; Students with Disabilities; Outcomes of Education; Learning Disabilities; Teaching Methods; Postsecondary Education; College Students; Literature Reviews + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lernleistung; Schulerfolg; Learning handicap; Lernbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Post-secondary education; Tertiäre Bildung; Collegestudent
Abstract	The growing number of individuals with disabilities in higher education is a sign of significant progress toward improving outcomes and equity as intended by federal legislation. However, to successfully meet the demands of the postsecondary environment, students must act as self-regulated, independent learners. Thus, instruction for students with disabilities in learning strategies may be necessary to actualize improved outcomes. The current systematic review analyzes a subset of 21 empirical articles on learning strategy instruction in higher education for students with disabilities spanning 1955-2015 as organized by the PASS Taxonomy (Dukes, Madaus, Faggella-Luby, Lombardi, & Gelbar, 2017). Results confirm there is a paucity of research, as we identified only 21 intervention studies examining learning strategies (11 single case and 10 group-design studies) in higher education during the period studied. Findings are presented related to characteristics of the study corpus, types of learning strategies emphasized, instructional delivery context, settings, interventionist, fidelity, measures, and outcomes. Special emphasis is placed on group design studies. (As Provided).
Anmerkungen	Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: ahead@ahead.org; Web site: http://www.ahead.org/publications/jped
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01