Carlisle, J.F., & Chang,
V. (1996). Evaluation of academic capabilities in science by
students with and without learning
disabilities and their teachers. Journal of Special Education, 30(1),
18-34.
This article examines how, if at all, the
experiential learning environment in the science classroom impacts students
with learning disabilities. It has been supposed that students with learning
disabilities may have fewer negative academic experiences in the science
classroom, where there are more "hands on", multi-modal learning
experiences. If this is the case, the positive experiences may help improve
the academic self confidence of learning disabled students.
Results are presented
from a 3-year longitudinal survey of students and teachers in middle-grades
science classes. Learning
disabled and non-learning disabled students were asked to evaluate their
learning capabilities in science. Their science teachers were also asked
to assess students' competencies and characterize students' achievement in
their class. Learning disabled students rated themselves as less capable
than did non-learning disabled students. This discrepancy tended to decrease
with age, however. Teachers rated learning disabled students as less capable
than non-learning disabled students over all three years of the study.
The
authors note that the results are inconclusive in determining whether continued
exposure to mainstream science classrooms
has any positive impact on the academic self confidence of learning disabled
students. The data suggest that learning disabled students do still encounter
difficulties in the science classroom, but do not suggest where these difficulties
lie.
Cowen, S.E. (1988). Coping
strategies of university students with learning disabilities. Journal
of Learning Disabilities, 21(3), 161-164.
The authors investigated the coping strategies of university students with
learning disabilities at a large university with no special programs for
such students. Some of the strategies mentioned are time management,
reading strategies (such as reading in a non-distracting environment and
buying previously highlighted texts), math strategies (such as relying on
friends, teaching assistants and teachers), and grammar strategies (such
as dictionaries and substitution of easier words). Surprisingly, only
a few took advantage of things such as taped textbooks, recording lectures,
utilizing ways to gain extra time on exams, and word processors to help assist
them. In conclusion, the author suggests that parents and elementary
schools teachers should encourage children to develop coping strategies to
help deter learned helplessness. This information is useful for students
with disabilities and those who advise them.
Fichten, C.S., Goodrick, G., Tagalakis, V.,
Amsel, R. & Libman, E. (1990). Getting along in college:
Recommendations for college students with disabilities and their professors. Rehabilitation
Counseling Bulletin, 34(2), 103-125.
Students with disabilities are entering colleges
and universities at increasing rates. Professors' awareness of disabled students'
needs is vital to student success. The authors conducted a study of 75 college
and university students and 57 college and university professors to assess
behaviors which promote effective teaching and learning of students with
disabilities.
Participating students and professors completed
structured interviews in which students were asked about "their
academic background1 degree of comfort with professors and
level of satisfaction with treatment received from professors. Professors
were asked questions
about their teaching experience, their actual and preferred initiation
of contact between professors and students with disabilities and their
level
of comfort when contact was initiated by the student and by themselves" (p.107).
Results indicated that students were generally comfortable interacting with
professors, however, students were less comfortable
approaching professors when they had difficulty with a course because of
their disability. Students stated that they were concerned that the professors
would treat them unfairly or would have negative thoughts about their ability
due to the disability.
Professors were also found to be uncomfortable
when students were failing or when they did not make their disability-related
needs known. The authors indicated that disability providers must teach students
with disabilities how to communicate their needs effectively with professors
before problems begin.
Finn, L.L. (1998). Students' perceptions of
beneficial LD accommodations and services at the postsecondary level. Journal
of Postsecondary Education and Disability, 13(1), 67.
The author begins by discussing the difficulties
learning disabled students encounter in the transition from High School,
a more supportive environment, to the less supportive college environment.
The author scoured the literature for research and information regarding
best practices for accommodating students with disabilities. She presents
clear definitions of the services, skills, and accommodations purported to
be most integral to the success of disabled students in higher education.
The author describes the state of the literature as replete with exemplars
of disability service provision from the practitioner standpoint, but lacking
in students' perspectives regarding the utility of various services and accommodations.
After this prelude, the author presents the results of focus
groups conducted with learning disabled students. The focus
groups were conducted at both 4-year and 2-year institutions, and were
designed
to capture students' experiences, feelings, and attitudes regarding specific
accommodations and services that they found most beneficial. Respondents
most frequently indicated coursework and testing accommodations as most
important to their success in higher education. Students also
indicated the benefits
of peer support groups, tutors, and support/services provided by special
education staff. A few participants suggested that better efforts should
be made to educate faculty about learning disabilities. Curiously enough, "some
services, skills, accommodations, and program components thought to be beneficial
by LD experts in the field" were mentioned rarely, if at all, by
participants.
The article is rich with quotes from the students. These voices of learning
disabled students provide some practical direction
for both disability services staff and college instructors.
Finn, L. L. (1997). Critical Support Services
for College Students with Learning Disabilities. (ERIC
Document Reproduction Service No. ED 412 712)
This paper discusses the outcomes of a study that used focus
groups to investigate services and accommodations that were important to college
students with learning disabilities (LD). Students were from five universities
offering programs specifically for students with LD or who made special service
accommodations available. The five most beneficial learning disability support
services and accommodations, based on the criteria that were mentioned by the
most number of focus group participants, included coursework accommodations,
testing accommodations, LD staff members, peer support groups, and tutors.
Note takers, books on tape, and having papers proofread were coursework accommodations
mentioned most often. Extended time to take a test, taking a test in a quiet
room separate from other test takers, and having someone read the test aloud
were the testing accommodations mentioned most often. Other results from the
study emphasize the importance of self-esteem training for students with LD,
publicity and student awareness of LD services, and faculty programs to increase
awareness and to provide information regarding instructional and institutional
accommodations.
Foster, S., Long, G., & Snell, K. (1999).
Inclusive instruction and learning for deaf students in postsecondary education. Journal
of Deaf Studies and Deaf Education, 4(3), 225-235.
This article discusses those barriers to postsecondary
classroom inclusion which are unique to hearing-impaired students. First,
past legislation and literature related to accommodating disabled students
in general is discussed. Themes regarding the nature of inclusive instruction
are presented. The themes embody the idea that "there is more to inclusive
instruction than physical proximity and the provision of support services." The
authors then describe data collected in a study designed to examine the
experiences of both hearing-impaired students and faculty members' interaction
with these
students in the college classroom. Both deaf/hard-of-hearing and non-deaf
students were given surveys assessing their satisfaction with classroom
communication, commitment to learning, and sense of belonging at the
institution. Faculty
members across several disciplines were interviewed and asked to discuss
past experiences interacting with, and providing accommodations for,
hearing-impaired students.
Hearing-impaired students tended to have more
difficulty with class lecture pace and felt less a part of the university
community. There was variability in faculty attitudes towards making classroom
accommodations. Most faculty felt that the responsibility for ensuring that
disabled students receive appropriate accommodations should be borne more
by the institution than by individual faculty.
The authors conclude the article
by discussing needs specific to hearing-impaired students and how instructors
might modify
their classroom behaviors to meet these needs. The authors argue that instructors
need to be more responsible for tuning into students' special needs, and
that this approach will benefit all students, not only those with disabilities.
The spirit of the article is very much in keeping with principles of Universal
Instructional Design. It also provides some useful insight on classroom experience
from the vantage point of hearing impaired students, clearly elucidating
areas where these students have difficulties- areas which may not be obvious
to those who are not hearing- impaired.
Higbee, J. L. (1996). "Who
Belongs?" versus "Who Gets to Stay?" Research & Teaching
in Developmental Education, 12, 81-86.
Discusses the educational experiences of a student at a
selective admissions university with a moderately high IQ but who also had
a learning disability which impeded academic success. Uses the case study
to examine which students really belong at the university and which are allowed
to stay.
Hill, J.L. (1996). Speaking out:
Perceptions of students with disabilities regarding the adequacy of services
and willingness of faculty to make accommodations. Journal of Postsecondary
Education and Disability, 12(1), 22-43.
Data were collected from 264 disabled students
enrolled in Canadian degree granting institutions regarding their perception
of the effectiveness of Disability Services and the willingness of instructors
to provide accommodations. Results indicated that students were generally
satisfied with Disability Services, but that helpful improvements would
be to increase university personnel's awareness about Disability
Services, and
to staff DS with personnel who have more in-depth knowledge of specific
disabilities. Students were generally satisfied with instructor
behaviors, however there were still
comments about how instructors lacked knowledge and understanding about
disabled students' needs and how some faculty hold negative attitudes "toward
any students who [do] not fit the norm" (p. 29). In terms of specific
accommodation provision, from the students' perspective instructors seem
to hold "hierarchies of accommodations", and "hierarchies
of disabilities". Students reported that some accommodations are
more readily provided than others. Instructor willingness to provide
accommodations (according to student perceptions) did vary as a function
of disability type, with variance more pronounced for instructional and
assignment accommodations rather than testing accommodations. Approximately
one-third
of students did indicate that there were barriers, either service related
or attitudinal, that denigrated their postsecondary educational experience.
Problems emerged either from lack of necessary services from DS or lack
of compliance
from instructors in providing accommodations.
The article concludes with
some recommendations fir Disability Services offices and instructors
in order to increase access
to postsecondary education for students with disabilities. Faculty
and administrators must be continually aware of disabled students' "real
world" circumstances. When these students come into the classroom,
instructors cannot expect that Disability Services is meeting all of
the student's needs. Instructors should also abandon any preconceived
notions
of hierarchies of acceptable accommodations and disabilities. Rather,
they should view each student as a unique individual and each accommodation
as equally viable, asking themselves what accommodations would best allow
the students to demonstrate their achievement without sacrificing the
integrity of the course for that students- in other words, deeming accommodations
acceptable
based upon student needs rather than personal preconceived notions.
Long, J.D., Riddle, D., & Knight, C.S.
(1999). The teaching-learning process: Special students' perceptions. Journal
of Developmental Education, 22(3), 16-20.
The authors present a study which compares
how learning disabled students, honors students, and traditional students
define "excellence in teaching". Open ended questions were
asked regarding students' perceptions of faculty behavior, and the impact
of these
behaviors on student interest and performance in the course. Questions
were also asked regarding students' perceptions of how faculty interpret
student
behaviors. In general, the three groups provided similar definitions
of teaching excellence, noting the importance of instructor's enthusiasm,
receptiveness,
clarity, and flexibility. These behaviors have already been advocated
by disability education research: Suggested accommodation strategies
have involved
allowing variety in course format, enhancing faculty receptiveness towards
disabled students' needs, and making sure that material is presented
in a clear and organized manner. This study shows that the instructional
modifications
beneficial to students with disabilities are also appreciated by all
students.
The authors also discuss some differences in how the groups of students defined
what constitutes good teaching. The
learning disabled students mentioned a few things that traditional students
did not. Specifically, they saw effective instructors as holding high expectations
for students and not displaying any arrogant or negative behaviors. The authors
discuss possible reasons for these differences. They also discuss specific
classroom techniques and behavioral modifications that instructors could
adopt in order to more effectively include all students.
This article provides
good evidence for the value of Universal Instructional Design and gives helpful
practical advice
on what instructors can do to modify their practices and gauge the effectiveness
of these practices.
Malakpa, S. (1997). Problems in the admission and
retention of students with disabilities in higher education. Journal
of College Admission, Summer, 12-19.
The author argues that studies on the experiences of students
with disabilities in higher education lack because most do not include the
views of these students. In addition, the problems observed and recommendations
suggested in these studies have not been offered simultaneously to give a comprehensive
picture. Because of this, this article attempts to correct this shortfall
by using materials gathered through literature and from informal interviews
from students with disabilities at a mid-western university. Discussed
are five issues including tepid involvement by the administration, accessibility,
supportive services, the attitude of faculty members and the rest of the university
community, and other general problems. The author concludes by asserting
the importance of quality, quantity, and consistency of services for students
with disabilities in higher education. Those who work with students with
disabilities in higher education in any capacity could find this article informative.
Seymour, E., & Hunter, A. (1998). Talking
about disability: The education and work experiences of graduates and undergraduates
with disabilities in science, mathematics, and engineering majors. Boulder,
CO: The University of Colorado.
This publication was produced by a research
program at the University of Colorado designed to increase the representation
of disabled persons in science and technology fields. The authors note that
the first step to meeting this objective is to establish an understanding
of why relatively few disabled persons choose science/technology-related
college majors and careers. This publication presents the experiences of
disabled students in science and technology classrooms as revealed through
interviews and focus groups. The following issues emerged in the interviews
and focus groups: barriers arising from both misperception of disability
by faculty and inadequate university-level accommodation practice or support;
personal and institutional factors which contribute to persistence; and career
planning concerns related to discrimination, disability-disclosure, and work
environment accommodations. Students also made some recommendations for how
science and technology education programs might be modified to promote equal
access.
The publication is filled with students' quotes,
and is a good source for those who wish to better understand the difficulties
that disabled students face in higher education.
Tinklin, T. & Hall, J. (1999). Getting
Round Obstacles: Disabled Students' Experiences in Higher Education in Scotland. Studies
in Higher Education, 24, 183-94.
A study of the experiences of disabled college students
in Scotland found obstacles to participation in five areas: physical environment,
access to information, admission, assumptions of "normality," and
levels of awareness. Even though support is available, students are being
assisted around obstacles that ideally should be removed. School policies
and case studies
are discussed.
West, M., Kregel, J., Getzel, E., & Zhu,
M. (1993). Beyond section 504: Satisfaction and experiences of students with
disabilities in higher education. Exceptional Children, 59(5),
456-467.
Past research on postsecondary students with
disabilities has either involved assessments of the degree to which institutions
provide appropriate accommodations for disabled students or the determination
of disability specific needs. The authors note that the research base is
lacking the voices of disabled students themselves: Past study has involved
collecting data mainly from disability service providers (i.e. faculty,
administrators, personnel) rather than the service receivers. The
study described in this article involved gathering students viewpoints of
university accommodation practices. Survey data were available from 761 students
who were attending either public 4-year, 2-year or private colleges. Students
were asked to report their levels of satisfaction with accommodation practices
at their institution, the barriers to equal access that they encountered,
and any suggestions for improving disability service provision.
Overall, students
were fairly satisfied with accessibility and accommodation practices. But,
satisfaction did vary by
disability type and institution. Students reported having encountered both
physical and attitudinal barriers. The majority did indicate some dissipation
of these barriers during their college career. Most students offered suggestions
to further establish equal access.
The study makes it clear that barriers
are still there, but, that if practitioners and researchers tune into the
voices
of the patrons themselves, greater strides might be made in establishing
equal access. Results also indicate that higher education disability service
offices need to be more proactive, and that faculty need to be better informed
of the rights and needs of students with disabilities.
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