ANNOTATED BIBLIOGRAPHY ON LEARNING DISABILITES
(submitted by Judy Tobey)
Finn, L.L., (1999). Learning disabilities programs at community colleges and four-year colleges and universities. Community College Journal of Research & Practice, 23 (7), 629-639.
Students with learning disabilities from Midwest universities and colleges took part in a study to find the differences between learning disability programs at community colleges and four-year schools, the amount of student satisfaction with the LD programming, and the LD services that were most important to the students. Two community colleges, two independent schools, and one public university used focus groups consisting of freshmen through graduate level students, male and female from ages 16 to 56 years.
The author found that the types of LD services offered between the schools were similar but their quality varied, with the large public institution offering less services and fewer accommodations for students than the smaller community and private colleges and universities did. Participants were asked to describe the “services and accommodations they utilized at their institution.” The most beneficial services offered were coursework accommodations, such as note-takers and books on tape, and testing accommodations, such as extra test time and a quiet location. Other services that were less apparent at the large public university were career and vocational services, LD counselors, and student tutors and peer support groups.
This article was useful in the area of counseling learning disabled high school students for several reasons. It pointed out the importance of special services for the LD student, such as peer support groups, student tutors, note takers, books on tape that are readily available, and staff that is easily available and sufficient to help all students as often as needed. It also stressed the importance of clearly set out services for the students to use. Most important was the fact that the students in this study felt a small community college or private school atmosphere was much more helpful to the LD student than that of a large public university.
Skinner, M.E. & Lindstrom, B.D., (2003), Bridging the gap between high school and college: strategies for the successful transition of students with learning disabilities. Preventing School Failure, 47 (3), 132-137.
The authors of this article discuss ways that school counselors, administrators, teachers, and other staff can help students with Learning Disabilities make a successful transition from high school to college. Due to the increased number of LD students now attending college and the fact that learning disabilities continue through childhood on into adulthood, it is important that school personnel learn strategies to help the college bound student. Difficulties getting in the way of success for the LD students include poor study and organizational skills; problems with social interaction and with specific academic areas; low self-esteem, and greater high school dropout rates.
A variety of strategies are suggested to make the transition to college more positive. These include educating students in regard to their specific learning disabilities and teaching them ways to compensate such as learning organizational and memory skills; helping them learn ways to improve their social skills; informing them about the laws and provisions for LD students including self-identity and documentation that proves their need for special accommodations, and helping them in selecting a college that is appropriate for their needs. The authors suggest that school personnel need to counsel LD students on various factors in choosing a college such as academic programs, admission requirements (the same or different for LD students, selective vs. non-selective?); size (is smaller better for their LD and social skills?); location (will environment be one that is helpful or overwhelming?); disabilities policies (do its services cover needs of student?); social climate and extracurriculars (beneficial to self-esteem?). School staff should also assist students in getting a “comprehensive psychoeducational evaluation” in high school in order to better identify the students needs in college. In addition, school counselors and personnel can help in facilitating “support networks” for learning disabled students, both in groups and individually.
This article was helpful for college counselors in that it laid out the problems that LD high school students face in transitioning to college and gave concrete suggestions on ways to assist these students through the college process. It showed the importance of counselors and teachers starting early in the LD students’ high school careers to improve their ability to organize and learn life skills. It also offered pointers for helping the LD student find a good college match and suggestions on how to better prepare these students as a group for the rigors of college life.
Ericksen-Radtke, M.M. & Beale, A.V., (2001). Preparing students with learning disabilities for college: pointers for parents part 2. The Exceptional Parent, 31 (10), 56-60.
In order to insure that their LD children find the right college match, parents should start looking into the best school choices early in the students’ high school years. Picking the right school “greatly affects a child’s subsequent happiness and academic success”, according to the authors. Various ways parents can help their children throughout high school and with the college selection process are discussed. Specific ideas and suggestions are presented that can help parents deal with the issues faced in guiding learning disabled students through this time. The number of LD students attending and finishing college is greatly increasing, due to their becoming more knowledgeable about individual college programs, being prepared academically, and having supportive and involved parents.
The authors list five pointers for parents on “What to Do with Your Child”, including teaching them to be self-advocates; working with them to find summer or weekend jobs or volunteer positions; identifying future goals as to their education and career; fostering their independence so they can make the successful transition from home to college; and helping them get ready for SAT’s and ACT’s by arranging special accommodations as needed. The article also lists seven suggestions on “What You Can Do for Your Child”: figure out what LD services they will need at college and learn which schools can provide these services; start looking for colleges sophomore year; talk with the disability office to make sure the school has the services needed; help with the application process (including having a cover letter explaining the disability); check on financial aid requirements and fill out FA applications; and keep the relationship between their children and the high school counselor on-going.
This article was good for the college consultant in that it gave useful and straightforward suggestions to use when counseling the parents of learning disabled students. The authors were brief and to the point but gave helpful, common sense information for parents, such as making sure students acquire the skills to make everyday decisions and making sure they can verbalize to others about their academic strengths, weaknesses and needs.
Milsom, A. & Hartley, M.T., (2005). Assisting students with learning disabilities transitioning to college: what school counselors should know. Professional School Counseling. 8 (5), 436-441.
This article stresses how important it is for learning disabled students to acquire specific knowledge and skills in order to be successful in college, and the role school counselors, in collaboration with special educators, can play in helping them achieve this. The authors use research from a number of different studies to make their points. The main theme is that a successful transition to college enables LD students to complete post-secondary school and have a successful, productive, and fulfilling life.
School counselors need to be involved in helping LD students develop formal transition plans to prepare them for college and their future. Counselors should be advocates for the students and include the students and their parents in formulating these plans. There are “Four Components for Effective College Transition Planning”. These are 1) “Knowledge of Disability”---Making sure the students understand their disabilities and involving special education teachers, if needed, to explain their specific disabilities; 2) “Knowledge of Postsecondary Support Services”---Teaching LD students what support services are available to them at college, helping them connect with the college personnel providing these services, and listing what questions to ask the colleges regarding these services; 3) “Knowledge of Disability Legislation”---LD students benefit from understanding the laws which benefit them and the requirements they mandate, such as the fact they must request the desired services themselves and show documentation of their special needs; 4) “Ability to Self-Advocate”---Helping students understand and communicate their needs to others, including the college disability staff and the college faculty. In working with the learning disabled, counselors must also take into account the special needs of this group of students (such as fewer distractions, reiteration of main ideas, or shorter sessions) and meet with them accordingly.
As a college counselor, I found this article helpful in that it gave a sampling of the literature on learning disabilities and emphasized the importance of the counselor’s role, in collaboration with special educators and college personnel, in the formulation of the college plan. I found it to be up-to-date and informative.
Janiga, S.J. & Costenbader, V., (2002). The transition from high school to postsecondary education for students with learning disabilities: a survey of college service coordinators. Journal of Learning Disabilities, 35 (5), 462-469.
This study looked at how special services professionals at post-secondary schools rated the transitioning services for LD students who were continuing on to institutions of higher learning in New York State. The purpose was to provide ways to help high school staff better evaluate and improve the LD services they offer to students going on to college. A 3-section mail survey was sent to special services disability coordinators at 174 public, private, and religious colleges and universities in New York State. The first section collected data on the school’s demographics and requested a list of the LD services offered. The next section asked for the college’s satisfaction with LD transition services provided by the high schools. The last part was an open-ended section asking for 1) a list of 3 things they felt the high schools could do to better prepare LD students for college and 2) their prediction of the graduation rate of LD students at their college or university. There was also a space for comments.
The survey results showed that the most common services provided by colleges included the following, in order of prevalence: extended time on tests, note takers, readers for tests, alternative testing sites, books on tape, tutors, advocacy for students with the faculty, counseling, scribes computer lab survival skills, and pre-registration for classes. The survey also showed that postsecondary school personnel felt the transition services provided to LD students lacking from the high schools. The responders were most pleased with how up-to-date the student’s evaluations were but felt they needed better assessments and documentation of required LD services. Students also needed more training in career counseling, independence, and self-advocacy skills, as well as a better understanding of the resources they will need to help them do well in college. Staff training and better communication between personnel at the secondary and pos-secondary level is also important.
I liked this article because it showed how counselors can pave the way for students to make a successful transition to college. It stressed the importance of high school counselors in helping LD students learn independence and advocacy skills and in teaching students to understand their needs. Counselors should communicate with students about their disabilities and work with the colleges as an advocate during the transition period.
Colleges for students with learning disabilities or add (7th Ed.). (2003). United States: Thomson Peterson.
The book divides colleges into two categories: 1) Structured/Proactive and 2) Self-Directed/Decentralized. Peterson distinguished between these by saying the Structured/Proactive schools may have separate admissions procedures, charge fees for their services, have a higher number of staff to student ratio, and offer more structured and complete services than the law mandates. The Self-Directed/Decentralized Programs require more documentation from students, no separate admissions policies, and more self-advocacy on the student’s part. The following is included in each school profile: the school contact information, the LD program ‘s basic information, what type of student orientation is offered; list of summer programs; LD services and aids offered; tutoring; types of testing offered; list of basic skills remediation offered; enrichment programs; names of clubs or groups for LD students; costs for services; application requirements; and how to locate LD school policies. All the schools listed are either fully accredited or have preaccreditation recognized by either the Department of Education or the Council for Higher Education Accreditation. The schools are listed alphabetically into sections of 4-year colleges and 2-year colleges, and within these by Structured or Self-Directed categories.
I found this book to be one of the best counseling resources for use with LD students. It enables the college counselor to find schools that are LD-friendly and appropriate for the individual students they are helping. The book’s organization makes it easy to use and offers a convenient way to learn what services are available at each school.
LD Online, http://www.ldonline.org/.
LD Online is a comprehensive website for learning disabilities and ADHD, provided as an educational service of WETA, the PBS station in Washington, D.C. The site includes useful and pertinent information for children, adolescents, adults, families, educators and professionals concerned with issues surrounding learning differences. LD topics are covered from childhood through high school through the transition to college to the move into adulthood.
The website focuses on all aspects of learning disabilities. These include general and detailed information on what learning disabilities are and how to recognize and deal with them. Some of the many topics covered in detail are accommodations/section 504, homeschooling, legal issues, parenting, transitioning from school to work, self-esteem and stress management, evaluation-LD testing, classroom management, behavior and social skills, and adults with LD. Each section includes top articles, questions and answers, recommended books, recommended links, related areas, and links to their other services. There are monthly newsletters and a forum for parents and educators to discuss issues of concern. Also offered are questions and answers from a psychiatrist and a legal expert, columnists discussing LD issues, lists of LD resources, and a multitude of additional information for anyone interested in learning disabilities.
This is one of the best resources I’ve seen for information on learning disabilities. As an independent counselor, I can look up any topic and find helpful and instructional information. The website covers the full range of LD topics and offers advice from a variety of qualified experts on issues concerning learning differences. I also liked the fact that each topic lists top articles, books, and links on that particular subject.
National Center for Learning Disabilities, http://www.ncld.org
The National Center for Learning Disabilities (NCLD) is a professional organization serving children, adolescents, and adults with learning disabilities. Its purpose is to provide information on learning disabilities to LD families, educators, health-care personnel, and other interested parties. This group supports LD research and creates learning programs in order to improve services for individuals with LD, provides information and creates public awareness, and works through advocacy and shaping public policy to insure the rights of people who have learning disabilities.
The website offers a monthly newsletter to inform and educate the public about learning disabilities, provides informative online talks by experts in the field, has fact sheets on a variety of LD subjects, presents a state-by-state national resource locator, and makes available reports on research projects done in the field. In addition, there is a section on programs, including a Parent Center with guides, programs, resources, links and suggestions on ways to help their children at each stage of life. There is also a section on how to be an advocate that highlights prominent and timely issues, including laws and legislative updates related to LD issues.
This site provides valuable information for counselors and is laid out in an easy to follow and attractive setting. It is important in that it provides information on legislation that is in Congress and who to contact to support or reject it. It is also a good resource for counselors working with families as a way to share information and stay abreast of up-to-date happenings in the field of learning disabilities.
This article advises LD students making the transition from high school to college on how to best advocate for themselves. College is the time for these young adults to learn the skills necessary to speak out and help themselves rather than letting others do the advocating for them. The author provides steps that students can take to be in charge of their future and make their college time a success. By following these guidelines, LD students can become self-sufficient and productive throughout their college years.
The author states that the first step is in the process is for the student to know what his rights are. She acknowledges the feelings of discomfort a student might feel in discussing his/her disabilities with teachers, but stresses the fact that accommodations for learning disabilities are his legal right. The next step in the process is to register with the Office of Disabilities at the school the student is enrolling in and establish a support network. Students should be responsible, conscientious, work hard, and request accommodations that will help them do well. She also stresses the importance of being professional, including making appointments when meeting with teachers, have documentation for their disabilities, and discuss their needs with the professors. They need to make sure the instructors know they are not asking to do less work but that they need these tools to do the required work. These are all social skills that help the LD student achieve success and become emotionally mature.
This article would be of use to an independent counselor as a way of providing information to students needing accommodations when they go off to college. It would be a good topic for discussion regarding the transition they are about to make. Since it is wholly geared to the student, its best use would be as a handout, and I would use it as such.
Welch, V. “Students look for special match”. (2006, April 3). Burlington Free Press (VT), p. B01.
This newspaper article introduces the concept of college fairs for students with special needs and also provides helpful tips to parents of chidren with learning disabilities who are making the transition from high school to college. The author states that while the college admissions process is a difficult task for any student, those who are learning disabled find it even harder.
The “Post-secondary Planning Fair for Students with Special Needs” at South Burlington High School in Vermont is an annual event to enable parents and their children to learn about what post-secondary options are available to their LD students and to find help find the right match for them. The fair gives them the opportunity to talk with various school representatives, educators, and organizations about their needs and what services are available for them at the individual schools. The article also stresses the importance of these students making college visits to see if a school is a fit for them. Six tips for parents to follow during the college admissions process are included. Parents should trust their intuition and instincts as to what is right for their child. They should be proactive and involved. Parents should do their research early and learn what’s required for their children in the process---testing, interviews, and college visits may all take extra time with the learning disabled child and this should be taken into account when making plans. Another key ingredient is patience---sometimes LD kids take more time and do things slower. Parents should also help their children develop independence and learn to do things themselves and make their own mistakes. The other tip offered is to let technology help their children with their school work.
This was a helpful article in that it introduced an idea I was unfamiliar with in the college process—developing a college fair for learning disabled students. I also found the tips for parents of learning disabled students helpful and could see using them on a parent handout along with additional information on the college process.
McGrath, A. (2003, September 1). All kinds of minds—can your school handle your learning disability? U.S. News & World Report, 135 (6), p.81.
This brief article discussed some general differences between schools in their ability and care in handling students with learning disabilities, using a few specific examples. It stressed that students can do well with their disabilities if they look for and locate the services they need. Today more and more intelligent learning-disabled students are attending college, and services for these students are growing because of this. While colleges are required by law to provide help for these students, the quality of assistance varies from school to school.
The article used specific examples and quotes from students and teachers to make the point that going to college and succeeding with a learning disability is very doable if the student puts forth the effort to find schools that offer the services needed. The director of the learning resources center at the University of Pennsylvania is quoted as saying that some schools do only what they have to do in providing special services, but at Penn they really want the LD students. The number of students with learning disabilities at Penn has increased to 283 from 48 in 1991. Robert Shaw, associate dean at Brown, stated that colleges should have written policies that students can see, and that many are on school websites. If the student can’t find information on the services, the school may not be the one for them. Also, students need to seek out assistance themselves from the disability offices.
This article briefly summed up the need for students to carefully pick schools that have the appropriate services for their disabilities and also the need to self-advocate. While it did not touch on any new information, I enjoyed reading it and seeing quotes from University of Pennsylvania, Brown, and other school administrators regarding LD services.
Kravets, M. and Wax, I. (2003). K&W Guide to Colleges for Students with Learning Disabilities. (7th ed.). New York: Random House, Inc.
This excellent book lists school profiles of colleges that provide services to students with learning disabilities. There are three types of services that schools may offer: 1) structured programs, with specific services beyond what is required, 2) coordinated services that may work with admissions, offer more than mandated services but are less structured, and 3) basic services, which are minimal as required by law and depend solely on students being self-advocates. Guidelines for documentation of learning disabilities and ADHD are also given in the front of the book, as are a list of student rights and responsibilities and guidelines of the college process.
The main focus of the book is the school profiles, which are listed by state. Each school has a section that describes their learning disability program and services offered, along with a section giving LD/ADHD Admissions Information. The LD admissions information lists specific requirements for LD/ADHD students. In addition, there is contact information for support services, and a detailed section listing LD services that are offered. There is also general admissions information and the college graduation requirements.
This is an excellent resource for counselors, educators, parents, and students. It goes into much detail on a school-by-school basis of LD services offered and detailed admission requirements. I found the details very informative and consider it a real asset in counseling students with learning disabilities and ADHD.