Tape recording educational materials for secondary handicapped students

This is the publisher's version, also found at http://sped.org

Disability eligibility issues and university student assessment outcomes

This is the published version. Copyright 2001 IOS Press.Many issues pertaining to identifying and documenting university students with learning disabilities (LD) have been discussed in the professional literature or litigated. This article documents the eligibility procedures and student assessment results of a project for identifying and providing learning strategies services to students with LD at a large midwestern public university. Many legal issues are relevant in the discussion and evaluation of this project, including the use of standardized procedures for establishing disability status. This project used standardized procedures such as eligibility rules and cut-off scores for making eligibility decisions, thus reducing the nagging inconsistencies and subjectivity associated with nonstandardized assessments and clinical judgements about LD. Students found eligible for the project showed academic skill deficits as low as the fourth grade level, with the average skill level being eighth grade. All students seeking services but determined not eligible showed proficient academic skills. Data from a sample of students not seeking project services gave insight to the skills of “typical”, skill proficient college students, thus providing an index by which to judge skill deficiency

Strategy Mastery by At-Risk Students: Not a Simple Matter

This is the publisher's version, also found here: http://www.jstor.org/stable/1001966Teachers have succeeded in teaching at-risk students, including those with learning disabilities, to master and apply complex learning strategies. The majority of this instruction has been provided in resource rooms or other remedial settings where intensive and systematic instruction has been possible. Increasingly, teachers in regular classrooms are being asked to provide learning strategy instruction to diverse classes that include students with disabilities. This expectation presents many challenges to the classroom teacher, including the creation of an instructional balance between content and strategies instruction while at the same time ensuring both the interest and growth of all students in an academically diverse class. In this article we review the results of a line of programmatic research on learning strategies instruction that has been conducted on students with learning disabilities. From this research, a set of instructional principles about how to teach learning strategies to at-risk students has emerged. These principles and implications for teaching strategies to at-risk students in regular classrooms are presented

Learning Strategies: An Instructional Alternative for Low-Achieving Adolescents

This is the publisher's version also found at http://sped.org/ABSTRACT: As mildly handicapped students move from elementary to secondary school, they are expected to deal with increased curricular demands. The University of Kansas Institute for Research in Learning Disabilities has designed and validated a set of task-specific learning strategies as an instructional alternative for these students. Learning strategies teach students "how to learn" so that they can more effectively cope with increased curriculum expectations

Analysis of Cognitive Abilities of Adolescents Learning Disabled Specifically in Arithmetic Computation

This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.This investigation identified a group of adolescents homogeneously defined as specifically learning disabled in arithmetic and examined whether cognitive processes measured by visual-spatial, visual-reasoning, and visual-memory tasks are related to this task failure. The results indicate that a relationship exists between two major components in the LD definition --academic task failure and specific cognitive abilities. There is validity to these two components when a very specific population of students disabled in arithmetic have been identified

Parental and Staff Expectations for the Future Achievement of Learning Disabled Students

This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.The results of this study indicated that: (a) the difference between the expectations of mothers and fathers of LD youth was generally insignificant in most areas of achievement, (b) in most areas of achievement, school staff members' expectations were found to be insignificantly different from each other. (c) in most areas of achievement, school staff members' expectations were significantly lower for LD children than their parents, and (d) the child's birth order had a significant effect upon parental expectations for future achievement. Significant differences were found between parents in the areas of Total Achievement Potential and Social-Personal Adequacy. No significant differences were found in parental expectations in the Academic Adequacy and Economic Adequacy areas

Research Approaches to Studying the Link Between Learning Disabilities and Juvenile Delinquency

This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.A relationship between learning disabilities and juvenile delinquency has been hypothesized for a period of time. Research on this relationship has been clouded with methodological difficulties. These problems include the definitions of learning disabilities and juvenile delinquency, the use of appropriate experimental designs, and the difficulty of obtaining informed consent in the court system. A current study through The University of Kansas Institute for Research in Learning Disabilities which is intervening with learning disabled youth in the juvenile court is described. Finally, key questions in the field are proposed with suggestion for future research