Advertisement

Professional Preparation of Specialists to Work in Postsecondary Learning Disability Programs

  • Doris J. Johnson

Abstract

The purpose of this chapter is to identify several areas of competence to consider when preparing special educators to work in postsecondary programs for learning disabilities (LDs). During the 1980s there had been a significant increase in the number of students with learning disabilities who wished to enroll in postsecondary education. As a result, more personnel with expertise in program development, assessment, intervention, and administration are needed. In addition, more graduate students are expressing an interest in working in postsecondary programs. While the nature of these programs vary, a common body of knowledge is needed for specialists to work with college-level students. Fortunately, there is now a considerable amount of literature that can be used as the basis for personnel preparation and future research. Books such as that by Mangrum and Strichart (1984), chapters by Vogel (1987a,b), and many articles reviewed in this volume provide the basic coursework and prac-ticums for students in training.

Keywords

Reading Comprehension Learn Disability Disable Student Postsecondary Student Professional Preparation 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Aaron, P.G., & Phillips, S. (1986). A decade of research with dyslexic college students. Annals of Dyslexia, 36, 44–68.CrossRefGoogle Scholar
  2. Ackerman, P.T., McGrew, J., & Dykman, R.A. (1987). A profile of male and female applicants for a special college program for learning disabled students. Journal of Clinical Psychology, 34(1), 67–78.CrossRefGoogle Scholar
  3. Browyn, L., Halpern, A.S., Hasazi, S.B., & Wehman, P. (1987). From school to adult living: a forum on issues and trends. Exceptional Children, 53(6), 546–554.Google Scholar
  4. Bruininks, R.H., Woodcock, R.W., Weatherman, R.F., & Hill, B.K. (1985). Scales of Independent Behavior. Austin, TX: DLM Teaching Resources.Google Scholar
  5. Collins, T.G., & Price, L. (1986). Micros for LD college writers: Rewriting documentation for word-processing programs. Learning Disabilities Focus, 2(1), 49–54.Google Scholar
  6. Cordoni, B.K., & Goh, D. (1989). A comparison of the performance of college students with learning disabilities on the Stanford-Binet Intelligence Scale, fourth edition, and the Wechsler Adult Intelligence Scale-Revised. Learning Disabilities, 1(2), 35–39.Google Scholar
  7. Cuenin, L.H. (1990). Use of the Woodcock-Johnson Psycho-Educational Battery with learning disabled adults. Learning Disabilities Focus, 5(2), 119–123.Google Scholar
  8. Dalke, C. (1988). Woodcock-Johnson Psycho-Educational Test Battery profiles: A comparative study of college freshmen with and without learning disabilities. Journal of Learning Disabilities, 21, 567–570.PubMedCrossRefGoogle Scholar
  9. Dunn, L., & Dunn, L. (1981). Peabody Picture Vocabulary Test-Revised. Circle Pines, MN: American Guidance service.Google Scholar
  10. Englert, C.S., Raphael, T.E., Anderson, L.M., Gregg, S.L., & Anthony, H.M. (1989). Exposition: Reading, writing, and the metacognitive knowledge of learning disabled students. Learning Disabilities Research, 5(1), 5–24.Google Scholar
  11. Federal Register. (August 1977). 42(163).Google Scholar
  12. Fitts, W.H., & Roid, G.H. (1988). Tennessee Self-Concept Scale-Revised Manual. Los Angeles: Western Psychological Services.Google Scholar
  13. Frith, U. (Ed.). (1980). Cognitive processes in spelling. New York: Academic Press.Google Scholar
  14. Gajar, A., Salvia, J., Gajria, M., & Salvia, S. (1989). A comparison of intelligence achievement discrepancies between learning disabled and non-learning disabled college students. Learning Disabilities Research, 4(2), 119–124.Google Scholar
  15. Gregg, N. (1983). College learning disabled writers: Error patterns and instructional awareness. Journal of Learning Disabilities, 16(6), 334–338.PubMedCrossRefGoogle Scholar
  16. Gregg, N., & Hoy, C (1985). A comparison of the WAIS-R and the Woodcock-Johnson Tests of Cognitive Ability with learning disabled college students. Journal of Psychoeducational Assessment, 3, 267–274.CrossRefGoogle Scholar
  17. Hoffmann, F.J., Sheldon, K.L., Minskoff, E.H., Sautter, S.W., Steidle, E.F., Baker, D.P., Bailey, M.B., & Echols, L.D. (1987). Needs of learning disabled adults. Journal of Learning Disabilities, 20(1), 43–52.PubMedCrossRefGoogle Scholar
  18. Houck, C.K., Engelhard, J., & Geller, C (1989). Self-assessment of learning disabled and nondisabled college students: A comparative study. Learning Disabilities Research, 5(1), 59–67.Google Scholar
  19. Hoy, C., & Gregg, N. (1986). The usefulness of Woodcock-Johnson Psycho-Educational Battery cognitive cluster scores for learning disabled college students. Journal of Learning Disabilities, 19(8), 489–491.PubMedCrossRefGoogle Scholar
  20. Jastak, S., & Wilkinson, G.S. (1984). Wide Range Achievement Tests-Revised Wilmington, DC: Jastak Associates, Inc.Google Scholar
  21. Johnson, D.J. (1987). Assessment issues in learning disabilities research. In S. Vaughn & C.S. Bos (Eds.), Research in learning disabilities: Issues and future directions (pp. 141–151). Boston, MA: College-Hill Press.Google Scholar
  22. Johnson, D.J., & Blalock, J.W. (1987). Adults with learning disabilities. Orlando, FL: Grune & Stratton.Google Scholar
  23. Kavanagh, J.F., & Truss, T.J. (1989). Learning disabilities: Proceedings of the National Conference. Parkton, MD: York Press.Google Scholar
  24. Leonard, F.C. (1991). Using Wechsler data to predict success for learning disabled college students. Learning Disabilities Research and Practice, 6, 17–24.Google Scholar
  25. Leuenberger, J., & Morris, M. (1990). Analysis of spelling errors by learning disabled and normal college students. Learning Disabilities Focus, 5(2), 103–118.Google Scholar
  26. Litowitz, B. (1987). Problems of conceptualization and language: Evidence from definitions. In D.J. Johnson & J.W. Blalock (Eds.), Adults with learning disabilities: Clinical studies (pp. 131–143). Orlando, FL: Grune & Stratton.Google Scholar
  27. Lyon, G.R. (1983). Learning-disabled readers: Identification of subgroups. In H.R. Myklebust (Ed.), Progress in learning disabilities, Vol. V (pp. 103–134). New York: Grune & Stratton.Google Scholar
  28. McGuire, J.M., Norlander, K.A., & Shaw, S.F. (1990). Postsecondary education for students with learning disabilities: Forecasting challenges for the future. Learning Disabilities Focus, 5(2), 69–14.Google Scholar
  29. Mangrum C.T., II, & Strichart, S.S. (1984). College and the learning disabled student. New York: Grune & Stratton.Google Scholar
  30. Matthews, P.R., Anderson, D.W., & Skonick, B.D. (1987). Faculty attitude toward accommodations for college students with learning disabilities. Learning Disabilities Focus, 3(1), 46–52.Google Scholar
  31. Mellard, D.F. (1990). The eligibility process: Identifying students with learning disabilities in California’s community colleges. Learning Disabilities Focus, 5(2), 75–90.Google Scholar
  32. Rogan, L.L., & Hartman, L.D. (1990). Adult outcome of learning disabled students 10 years after initial follow-up. Learning Disabilities Focus, 5(2), 91–102.Google Scholar
  33. Saracoglu, B., Minden, H., & Wilchesky, M. (1989). The adjustment of students with learning disabilities to university and its relationship to self-esteem and self-efficacy. Journal of Learning Disabilities, 22, 590–592.PubMedCrossRefGoogle Scholar
  34. Seidenberg, P.L., & Koenigsberg, E. (1990). A survey of regular and special education high school teachers and college faculty: Implications for program development for secondary learning disabled students. Learning Disabilities Research, 5(2), 110–117.Google Scholar
  35. Sergeant, M.T., Carter, R.T.G., Sedlaeck, W.E., & Scales, W.R. (1988). A five-year analysis of disabled student services in higher education. Journal of Post-secondary Education and Disability, 6, 21–27.Google Scholar
  36. Shaughnessey, M. (1977). Errors and expectations: A guide for the teacher of basic writing. New York: Oxford University Press.Google Scholar
  37. Stone, C.A. (1987). Abstract reasoning and problem solving. In D.J. Johnson & J.W. Blalock (Eds.), Adults with learning disabilities (pp. 67–80). Orlando, FL: Grune & Stratton.Google Scholar
  38. Strichart, S.S. (1990). College opportunities for students with learning disabilities: Issues and practices. Learning Disabilities, 1(3), 119–127.Google Scholar
  39. Vogel, S.A. (1986). Levels and patterns of intellectual functioning among LD college students: Clinical and educational implications. Journal of Learning Disabilities, 19(2), 71–79.PubMedCrossRefGoogle Scholar
  40. Vogel, S.A. (1987a). Eligibility and identification considerations in postsecondary education: A new but old dilemma. In S. Vaughn & C. Bos (Eds.), Research in learning disabilities: Issues and future directions (pp. 121–132). Boston: Little, Brown.Google Scholar
  41. Vogel, S.A. (1987b). Issues and concerns in LD college programming. In D.J. Johnson & J.W. Blalock (Eds.), Adults with learning disabilities (pp. 239–275). Orlando, FL: Grune & Stratton.Google Scholar
  42. Vogel, S.A. (1989). Special considerations in the development of models for diagnosis of adults with learning disabilities. In L.B. Silver (Ed.), The assessment of learning disabilities: Preschool through adulthood (pp. 111–134). Boston: College-Hill Publication.Google Scholar
  43. Vogel, S.A. (1990). An overview of the special topical issue on adults with learning disabilities. Learning Disabilities Focus, 5(2), 67–68.Google Scholar
  44. Vogel, S.A., & Adelman, P.B. (1990). Intervention effectiveness at the post-secondary level for the learning disabled. In T. Scruggs & B. Wong (Eds.), Intervention research in learning disabilities (pp. 329–344). New York: Springer-Verlag.CrossRefGoogle Scholar
  45. Wechsler, D. (1981). Wechsler Adult Intelligence Scale-Revised. San Antonio, TX: Psychological Corp.Google Scholar
  46. Woodcock, R.W., & Johnson, B. (1989). Woodcock-Johnson Psycho-Educational Battery—Revised. Allen, TX: DLM Teaching Resources.Google Scholar

Copyright information

© Springer-Verlag New York, Inc. 1993

Authors and Affiliations

  • Doris J. Johnson

There are no affiliations available

Personalised recommendations