摘要:

&NA;This article addresses the definition of learning disabilities (LD), issues in identifying learning disability in young adults, the legal rights/protections for adults with LD in the workplace or higher education, and what are reasonable accommodations. Case vignettes provide examples of these issues.

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;Landmark College offers an associate of arts degree designed to enable students with dyslexia, attention deficit/hyperactivity disorder, and other language‐based learning disabilities to develop the critical and abstract thinking, reading, writing, and study skills that will enable them to transfer to 4‐year colleges with junior standing. This article describes the nature of the embedded language components of the college classroom and innovative strategies used by Landmark faculty to assist students in mastering the embedded curriculum.

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;Because students with language‐learning disorders (LLD) need to adapt knowledge and skills across a wide spectrum, functional assessment and intervention strategies must be used to meet their needs. This article presents the Triune Assessment‐Intervention Model (TAIM), which uses the constructs of sensemaking and dynamic literacy as its conceptual framework. The model, based on rules and structuration theory, is used to assess an individual's use of semantics/syntax, phonology/orthography, organization, and scripts/schemas rule systems through analysis of oral and literate discourse events, verbal/nonverbal communication, and teaching‐learning styles and strategies. Results are compared with the language demands of social, academic, and employment contexts. Deficit language rule systems are then addressed to facilitate the development of the sensemaking and dynamic literacy necessary for postsecondary success.

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;Two overarching goals for adults with language‐learning disorders (LLD) are the achievement of a realistic portrait of themselves and an ability to communicate effectively in different settings. These goals require the development of self‐determination, which enables individuals to take responsibility for their lives by defining and accomplishing goals. A case study of a graduate student with LLD is used to demonstrate the development of self‐determination abilities. Academic and communication interventions were used to foster the development of the student's self‐knowing and self‐valuing as the basis for becoming a self‐determined individual.

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;Young adults with language‐learning disorders (LLD) are often unsuccessful meeting the language demands of diverse social, academic, and employment contexts. Their needs must be addressed by professionals who understand that LLD is not a disorder of knowing what to do, but of doing what one knows. Literacy brokers are professionals who have developed usable knowledge and skills in the areas of clinical service delivery (assessing, treating, and managing). tutoring, mentoring, counseling, and teaching to work with students with LLD and their critical interactants.

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;This article describes the characteristics of college students with language learning disorders and other at‐risk students who have difficulty learning a foreign language. Research that points to deficits in native language abilities and poor phonological processing skills as the cause of foreign‐language learning problems is discussed. Measures of word recognition, spelling, foreign‐language aptitude, pig‐latin, and nonword repetition successfully identify students who are at risk for failure in foreign language classes. A program that provides modified foreign language classes may provide appropriate accommodations and a successful learning environment for students who might otherwise be unable to acquire foreign language proficiency.

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID