ethanporcaro/eric-fulltext-meta huggingface dataset:
Identifying College Students at Risk for Learning Disabilities: Evidence for Use of the Learning Difficulties Assessment in Postsecondary Settings
Author: Kane, Steven T.
Date: 2013-00-00
Type: Journal Articles
Subjects: Screening Tests,Identification,College Students,At Risk Students,Learning Disabilities,Learning Problems,Postsecondary Education,Internet,Student Attitudes,Statistical Analysis,Scores,Predictive Validity,Ethnicity,Gender Differences,Regression (Statistics),Age Differences,Clinical Diagnosis,Academic Achievement,Severity (of Disability)

This article describes research supporting the use of the Learning Difficulties Assessment (LDA), a normed and no-cost, web-based survey that assesses difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. Previous research has supported the instrument's item and factor structure, reliability, and predictive validity for identifying college students at risk for learning disabilities. In the current study, data from a large scale study (n = 775) demonstrate further psychometric evidence for the instrument's utility as a screening and referral tool for college students at risk for learning disabilities. Recommendations for use of the LDA by postsecondary disability support professionals are discussed as well as limitations of the study and implications for future research.
College Student Disclosure of Non-Apparent Disabilities to Receive Classroom Accommodations
Author: Kranke, Derrick
Date: 2013-00-00
Type: Journal Articles
Subjects: Self Disclosure (Individuals),Disabilities,Academic Accommodations (Disabilities),Mental Disorders,At Risk Students,Student Attitudes,Academic Support Services,Private Colleges,Social Bias,Attitudes toward Disabilities,School Health Services,Online Surveys,Undergraduate Students,Semi Structured Interviews,Drug Therapy,Interaction,Parent Child Relationship,Chronic Illness,Peer Relationship,Longitudinal Studies

College students with psychiatric (non-apparent) disabilities have a much higher dropout rate and tend to underperform academically when compared with peers who do not have non-apparent disabilities. These students are also vulnerable because their disability could delay the development of milestones critical to adulthood. Limited research examines students' perceptions and attitudes about disclosing their disability to university personnel to promote academic success in college. The goal of this exploratory study is to investigate factors associated with students' perceptions of faculty and peers that impact these students' disclosure of their non-apparent disabilities in order to access services for academic assistance. Seventeen college students were recruited at a competitive, urban, private Midwestern university to participate into a two-year qualitative study that examined their use of disability services. Findings indicate that students make the decision to disclose to request accommodations under three conditions: (1) fear that their disability will greatly limit functioning critical to academic achievement, (2) the stability of their non-apparent disability, and (3) stigma. Policy and practice implications concerning students' mental health issues with university faculty, administration, and campus service providers are discussed.
Financial Barriers for Students with Non-Apparent Disabilities within Canadian Postsecondary Education
Author: Chambers, Tony
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Finance,Barriers,Paying for College,Disabilities,College Students,Foreign Countries,Debt (Financial),Learning Disabilities,Mental Disorders,Chronic Illness,Financial Support,Grants,Social Services,Loan Repayment,Student Loan Programs,Disproportionate Representation,National Surveys,Scholarships

This study examined the education-related debt, sources of debt, and the process of acquiring accommodations for students with non-apparent (such as learning disabilities and mental health disabilities) and apparent disabilities in Canadian postsecondary education. A third group emerged during analyses, students with medical disabilities, which appeared unique from both apparent and non-apparent disabilities. This study involved a survey of 1,026 students with disabilities from across Canada. Students with apparent disabilities received significantly greater amounts of funding from government student grants and bursary programs. Students with medical disabilities received greater social assistance, had significantly higher projected education-related debt loads, and expressed greater concern regarding financial barriers and debt repayment. The findings regarding education-related debt and financial barriers for students with non-apparent disabilities and medical disabilities suggest a need for further investigation and potential policy implications for these specific cohorts of students.
Assessing the Impact of ADHD Coaching Services on University Students' Learning Skills, Self-Regulation, and Well-Being
Author: Field, Sharon
Date: 2013-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Coaching (Performance),College Students,Self Control,Well Being,Learning Strategies,Study Skills,Two Year College Students,Experimental Groups,Control Groups,Telecommunications,Statistical Analysis,Comparative Analysis,Pretests Posttests,Surveys,Fidelity,Program Effectiveness,Executive Function

The effects of coaching on learning and study skills, self-regulation, and subjective well-being of students with ADHD attending 2- and 4-year colleges or universities was examined. Students were randomly assigned to participate in coaching or comparison groups. Coaching students received weekly phone-based coaching sessions and additional check-ins from the coaches. Students' learning, study, and self-regulation skills were measured by use of the Learning and Study Strategies Inventory (LASSI). The College Well-Being Scale (Field, Parker, Sawilowsky &amp; Rolands, 2010) was used to measure participants' well-being. The coaching group had a statistically significant higher total LASSI score and statistically significant higher scores on all three LASSI clusters (i.e., Skill, Will, and Self-Regulation) than the comparison group. Well-Being scores were statistically significantly higher for students in coaching than for comparison group students, when corrected for initial differences in executive functioning. Coaching was highly effective in helping students improve their learning and executive functioning skills.
b-Learning in a Distance Learning Graduate Program for Deaf Students. Practice Brief
Author: Lagarto, José Reis
Date: 2013-00-00
Type: Journal Articles
Subjects: Deafness,Distance Education,Graduate Students,Case Studies,Sign Language,Blended Learning,Learning Strategies,Web 2.0 Technologies,Courseware,Database Management Systems,Models,Technology Integration,Tutorial Programs,Student Surveys,Participant Satisfaction,Instructional Development,Assistive Technology,Teaching Methods,Foreign Countries

This article results from a case study with exploratory traits where the implementation of a graduate degree in Portuguese Sign Language at the Portuguese Catholic University is analysed. With this study we intend to determine whether distance learning models using blended learning strategies are adequate for deaf students at the university level. The teaching practice using a learning management system and some Web 2.0 tools show us that is possible to provide education and training to disabled people that are not able to attend regular face-to-face courses at University. The option for technology-enhanced learning environments allows new solutions for old problems; issues that somehow limited the development of different skills in groups of individuals with specific traits.
Practice Brief: Assessing Compensatory Strategies and Motivational Factors in High-Achieving Postsecondary Students with Attention Deficit/Hyperactivity Disorder
Author: Schaffer, Gary
Date: 2013-00-00
Type: Journal Articles
Subjects: High Achievement,Student Motivation,Attention Deficit Hyperactivity Disorder,Learning Strategies,Surveys,Barriers,Social Support Groups,Coping

Research speculates that high-achieving college students with attention deficit/hyperactivity disorder (ADHD) may demonstrate a set of compensatory strategies and experience areas of difficulty and motivational factors that differ from the general ADHD populace. This Practice Brief used informal surveys with seven undergraduates with ADHD who had achieved a cumulative GPA of 3.0 or higher. Their feedback provides insight into factors related to their challenges and successes. This article creates opportunities for more formal investigations of these factors in follow-up studies and informs suggestions for professional practice.
Practice Brief: Modeling Positive Behaviors for Postsecondary Students with Autism/Asperger&apos;s--The Use of &quot;Television Coaching&quot;
Author: Trammell, Jack
Date: 2013-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Asperger Syndrome,Coaching (Performance),College Students,Academic Accommodations (Disabilities),Television,Interpersonal Competence,Interaction,College Environment,Structured Interviews,Antisocial Behavior,Social Development,Social Behavior,Feedback (Response)

Students on the Autism spectrum, including those with Asperger&apos;s, are attending postsecondary schools at record rates and bringing with them unique needs and challenges. Although students with this diagnosis qualify for and often use traditional academic accommodations such as testing in a separate room, they also commonly experience academic difficulties more specifically related to the social interaction/communication deficits associated with their disability. This practice brief reports on a modestly scaled attempt (n = 5) to use Television Coaching to help students become more successful in social interactions in postsecondary academic settings (specifically, classroom discussions and job interviews senior year). Utilizing predispositions toward visual media and imitation, which are characteristic of many students on the spectrum, the results suggest promise for similar techniques that can be readily adapted.
Group Member or Outsider: Perceptions of Undergraduates with Disabilities on Leisure Time Physical Activity
Author: Devine, Mary Ann
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Physical Activities,Leisure Time,Group Membership,Student Attitudes,Qualitative Research,Interviews,Quality of Life,Student Participation,Grounded Theory,Barriers,Student Characteristics,Student Needs

College provides students with many opportunities to achieve academic success and enrich other aspects of their lives. Participating in campus activities can reduce stress, create social connections, promote healthy active living, and broaden civic engagement (Lindsey &amp; Sessoms, 2006; Watson, Ayers, Zizzi, &amp; Naoi, 2006). Studies noting these benefits appear to include only students without disabilities, particularly investigations that addressed physical recreation options. Thus, the purpose of this study was to explore the perceptions of college students with disabilities on their access to and engagement in leisure time physical activities on their campus. Using a qualitative method, 16 full-time undergraduate students were interviewed. Findings included themes of right fit, quality of life, and connectedness. Recommendations focusing on the individual and the educational environments in which they live are provided.
Faculty Mentorship and Transition Experiences of Students with Disabilities
Author: Patrick, Shawn
Date: 2013-00-00
Type: Journal Articles
Subjects: Disabilities,Mentors,Transitional Programs,College Students,College Faculty,Teacher Student Relationship,Attitudes toward Disabilities,Semi Structured Interviews,Student Attitudes,College Bound Students,Program Effectiveness,Academic Accommodations (Disabilities),Educational Environment,Student Needs

Students need to learn to navigate the transition from high school to college in order to be successful and stay in college. This process is especially challenging for many students with disabilities who may face additional difficulties due to their disability. The intent of this study was to gain a better understanding of the academic and social transition experiences of students with disabilities who had a faculty mentor in their first year of college. Although research has been conducted on the importance of student-faculty interaction, faculty mentoring, and the transition to college (Getzel, 2005; Halawah 2006; Madaus, 2005; Pascarella &amp; Terenzini, 1977, 1978, 1979; Tinto, 1987, 1993), more research is needed with respect to the unique challenges students with disabilities face as they transition to college. This study found that for many students with disabilities, having a faculty mentor was helpful support during their transition to college.
The Erosion of University Autonomy in Manitoba
Author: Smith, Dan
Date: 2014-03-24
Type: Journal Articles
Subjects: Foreign Countries,Institutional Autonomy,Universities,Postsecondary Education,Educational Legislation,Governance,Trend Analysis,Public Policy,Qualitative Research,Case Studies,Position Papers,Policy Analysis,Content Analysis,Educational Strategies,Delivery Systems,Educational Change,Change Strategies

Examining legislative change between 1997 and 2013, and analyzing the governance of Manitoba's post-secondary system using military concepts of strategy, operations, and tactics, this article argues that there has been a trend since 2006 of a general loss of university autonomy in the province. The article finds that changes in public policy in Manitoba's post-secondary system, and how that policy is implemented, have led to a progressive movement towards greater government intrusion in what heretofore have been internal matters at the province's universities.
Culturally Responsive Teaching in Yukon First Nation Settings: What Does It Look Like and What Is Its Influence?
Author: Lewthwaite, Brian
Date: 2014-04-10
Type: Journal Articles
Subjects: Foreign Countries,Culturally Relevant Education,Canada Natives,Teaching Methods,Academic Achievement,Statistical Analysis,School Community Relationship,Community Involvement,Political Issues,Indigenous Populations,Instructional Improvement,Place Based Education,Critical Theory,Educational Environment,Teacher Student Relationship,Interviews,Teacher Attitudes,Student Attitudes,Longitudinal Studies,Scoring Rubrics,Intervention,Decision Making,Personal Narratives,Educational Change,Student Characteristics,Mixed Methods Research

This study presents a pedagogical framework to inform culturally responsive teaching in a Yukon First Nations community. The paper describes the community-based processes used to develop the framework, and presents accounts from teachers who have used the framework to inform their teaching. Preliminary indications of the adjusted teaching practices' influence on student learning are presented, using qualitative data describing the changed teaching practices, and quantitative data specific to the changed practices' impact on student learning. Finally, the paper outlines the ongoing community-based research work in the Yukon context, with reference to the work's potential significance to the wider education community.
College Success of Students with Psychiatric Disabilities: Barriers of Access and Distraction
Author: McEwan, Robert C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Access to Education,Mental Disorders,Success,Barriers,College Students,Comparative Analysis,Learning Disabilities,Graduation Rate,Grade Point Average,Academic Persistence,Self Evaluation (Individuals),Academic Ability,Cognitive Ability,Academic Support Services,Student Personnel Services,Foreign Countries,Student Rights,Student Records,Student Needs,Statistical Analysis,Content Analysis

This study explored the barriers to success experienced by students with psychiatric disabilities (PD) enrolled in college programs. The students in the PD group were compared to a matched group of students with learning disabilities (LD) on graduation rates, endurance levels, grade point averages, self-assessment of cognitive, academic, and student skills, on integration into the disability support system, and on the character, number, and severity of the distractors which they experienced. Students with PD were found to have significantly lower graduation rates than students with LD. There were no significant differences between the groups in endurance levels and in grade point average (GPA). In self-assessment of cognitive, academic, and student skills there were very few differences between the groups. There were, however, significant differences in the degree to which each group was integrated into the disability support system, an access barrier associated with the interaction between the disability-related experiences of the PD group, and the model of disability support offered by the college. There were also significant differences between the groups in the number and in the severity of the distractors which they experienced. These results suggest that distractor barriers reduce the time which PD students are able to commit to the academic requirements of their program. A number of recommendations for further research are made.
Practice Brief: Florida College Collaborative--Facilitating Inclusive Postsecondary Education Opportunities for Youth with Intellectual Disabilities
Author: Smith, Tammy Jorgensen
Date: 2013-00-00
Type: Journal Articles
Subjects: Inclusion,Mental Retardation,Transitional Programs,Postsecondary Education,Models,Cooperative Planning,State Surveys,Stakeholders,Web Sites,College Bound Students,Federal Legislation,Educational Legislation,Institutional Cooperation,Agency Cooperation

In response to the paucity of transition services available for students with intellectual disabilities, the Higher Education Opportunity Act (HEOA) allocated grant funding to support model demonstration programs that promote successful transition into higher education. In accordance with the objectives of the HEOA, the Florida College Collaborative (FCC) convened to facilitate the development of an inclusive postsecondary education model that supports individuals with intellectual disabilities. This effort included collaborative strategic planning, two statewide surveys of stakeholders, the development of an informational webpage, and the creation of a registry of existing postsecondary education programs in the state of Florida. A primary goal of the FCC was to lay the groundwork for a proposal for HEOA funding that would be utilized to demonstrate the model. Other states may learn from Florida's efforts and replicate strategies to improve systems and access to postsecondary education opportunities for their youth with intellectual disabilities.
University Faculty Attitudes toward Disability and Inclusive Instruction: Comparing Two Institutions
Author: Lombardi, Allison
Date: 2013-00-00
Type: Journal Articles
Subjects: Universities,Teacher Attitudes,Disabilities,Inclusion,Educational Practices,Attitudes toward Disabilities,Faculty Development,Likert Scales,Academic Accommodations (Disabilities),Access to Information,Lecture Method,Classroom Environment,Educational Legislation,Mail Surveys,Predictor Variables,College Faculty,Instruction,Comparative Analysis,Institutional Characteristics

It is increasingly important for postsecondary disability services personnel to provide targeted disability-related training to faculty rather than support college students with disabilities on a case-by-case basis. In this study, we examined faculty attitudes toward disability-related topics and inclusive teaching practices at two public four-year institutions using the Inclusive Teaching Strategies Inventory (ITSI). Findings suggest that malleable factors such as training opportunities positively affect faculty attitudes toward disability and inclusive instruction based on the tenets of Universal Design. Implications for practice specifically related to disability services personnel and faculty outreach strategies are discussed.
Measuring the Effectiveness of Universal Design for Learning Intervention in Postsecondary Education
Author: Davies, Patricia L.
Date: 2013-00-00
Type: Journal Articles
Subjects: College Faculty,Faculty Development,Access to Education,Disabilities,Measures (Individuals),Program Effectiveness,Program Evaluation,Student Attitudes,Program Implementation,Teaching Methods,Questionnaires,Control Groups,Experimental Groups,College Students,Statistical Analysis,Feedback (Response),Student Surveys,Pretests Posttests

To date, a mere handful of studies have been conducted to determine the effectiveness of providing training to university instructors on the principles of Universal Design for Learning (UDL) and the impact this training has on student outcomes, especially for students with disabilities. While these studies offer some useful data, their results may be considered inconclusive because they did not use control groups and therefore had no comparative data regarding outcomes in courses where UDL was not implemented. This paper, which builds on a study published by these authors in a previous issue of JPED (Schelly, Davies, &amp; Spooner, 2011), responds to the gap in the literature by measuring the effectiveness of instructor training regarding the principles of UDL and techniques for its implementation. It does so by comparing student perceptions of instructor teaching methods, as measured by a UDL questionnaire, completed before and after the instructors received UDL training and by comparing those results to a control group of students taking the same course in a different section where instructors did not receive UDL training.
Transforming Barriers into Bridges: The Benefits of a Student-Driven Accessibility Planning Committee. Practice Brief
Author: Cragg, Stephanie J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Work,Barriers,Disabilities,Interviews,Teacher Attitudes,Participative Decision Making,Committees,Leadership Training,Citizenship,Accessibility (for Disabled),Individual Development,Student Leadership,Consciousness Raising,Social Bias,Attitudes toward Disabilities,Counselor Training,Foreign Countries,Partnerships in Education,Campuses

The School of Social Work and Disability Studies Accessibility Planning Committee (APC) is a student-driven initiative that has been in existence for over 10 years. This practice brief looked at the committee through interviews with faculty and student members. The investigation aimed to determine whether the benefits of having a student-driven committee outweighed the challenges for the students, the faculty, the university, and the wider community. Outcomes indicate that student-driven committees, though faced with issues of recruitment, low membership, and reduced retention, also provide students with leadership and citizenship skills, promote dissemination of accessibility issues on campus, encourage personal growth, and serve as a tool for the consolidation of material learned in class to applications in the non-academic world. These outcomes indicate that continued support of student-driven committees on campuses has the potential of benefiting not only students, but also the university and the wider community.