College Preparation for Students With Learning Disabilities: A Curriculum Approach

Whinnery, Keith W.

doi:10.1080/1045988x.1992.9944593

Cited by 4 publications

(4 citation statements)

References 17 publications

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“…While some readers may be dismayed by the fact that classroom teachers are detached from their students' studying, the finding is not surprising. For example, a number of studies relating to students with learning disabilities in mainstream classes have found that although teachers are supportive of the idea of instructional adaptations for their students, in practice, they often do not modify their traditional teaching methods, which favor large group instruction, thereby avoiding the implementation of instructional adaptations that these students require (Bourke, Strehorn, & Silver, 2000;Scott, Vitale, & Masten, 1998;Vaughn & Schumm, 1994;Whinnery, 1992).…”

Section: Discussionmentioning

confidence: 99%

Student Study Habits Using Notes from a Speech-to-Text Support Service

Elliot

Foster

Stinson

2002

Exceptional Children

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Thirty-six mainstreamed high school and college students who are deaf and hard of hearing received notes from a speech-to-text support service called C-Print™. The students, 26 classroom teachers, and 10 teachers of the deaf were interviewed about their perceptions of how students use their notes to study. Consistent with research on hearing students, high school students in this study typically would read the notes only, while college students used multiple study strategies with the notes. Teachers tended not to know how their students used their notes for studying, and they were sometimes reluctant to teach students about effective note usage. This study supports the idea that both students and teachers could benefit from further instruction on note usage and study skills.

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Section: Discussionmentioning

confidence: 99%

Student Study Habits Using Notes from a Speech-to-Text Support Service

Elliot

Foster

Stinson

2002

Exceptional Children

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“…Less successful adolescents with disabilities do not understand the impact of their disability and have difficulty identifying their strengths and weaknesses (NJCLD, 1994;Shin, 1998;Whinnery, 1992), difficulty advocating for themselves (Aune & Friehe, 1996;Gajar, 1998;Price, 2002;Ryan, 2000), low self-esteem (Cowen, 1993;Price, 2002), and low self-efficacy (Bos & Vaughn, 1998;Cowen, 1993;Weller, Watteyne, Herbert, & Crelly, 1994). They may not be able to appraise accurately the reality of the academic setting (Strauser et al, 1998) and tend to overestimate their academic skills (Rojewski, 1999).…”

Section: Personal Attributesmentioning

confidence: 99%

Academic Preparation of Adolescents With Disabilities for Postsecondary Education

Hitchings

Retish

Horvath

2005

Career Development for Exceptional Individuals

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This study assesses the preparation of high school students with disabilities for postsecondary education. Transition planning information for 110 students from Grades 10 through 12 was reviewed. We found that (a) interest in attending postsecondary education declined from 77% to 47% over a 3-year period, (b) only four students had 4-year plans leading to postsecondary education, and (c) students were not enrolled in college preparatory classes or were transferred from college preparatory classes despite the students' expressed interest in postsecondary education. Recommendations are presented to address the continuing problem of preparing students with disabilities for postsecondary education.

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“…The need to explore a variety of teaching methods is likely to increase as more students with learning, physical, and mental disabilities are entering higher education(Whinnery, 1992;Vickers, 2010). 7 Mark Smith lists a variety of field trips destination for classes in environmental economics on his web site http://coloradocollege.edu/dept/EC/Smith/fieldtripmaterials/Field_Trip_Case_Studies.doc…”

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confidence: 99%

Bringing Adam Smith’s pin factory to life: Field trips and discussions as forms of experiential learning

Galizzi

2014

JoSoTL

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Educators are often aware of the need to implement a variety of teaching techniques to reach out to students with different learning styles. I describe an attempt to target multimodal learners by bringing classical economic texts and concepts to life through discussions, field visits and role playing exercises.In my Labor Economics class I analyze the relationship existing between demand for labor, technological advances, and trade. As a foundation for such analysis, I assign the reading of Adam Smith’s The Wealth of Nations chapters regarding the division of labor. To increase students’ interest toward the topics, I precede the text discussion with a field visit to a museum of industrial revolution. Here students are asked to participate also as “factory workers” to an assembly line exercise that brings Smith’s description of a pin factory to life. They are then asked to reflect on this experience and to use it as a foundation to inform the following class discussions about Smith’s chapters.In this paper I describe the main learning and retention objectives of this exercise, its implementation, challenges, and students’ learning outcomes and feedback about enjoyment and recollection. Field trip participants performed significantly better when tested on the relevant concepts. I also discuss the rewards and institutional challenges associated with making use of community resources to increase the understanding of the concrete applications of the economics concept we teach.

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College Preparation for Students With Learning Disabilities: A Curriculum Approach

Cited by 4 publications

References 17 publications

Student Study Habits Using Notes from a Speech-to-Text Support Service

Student Study Habits Using Notes from a Speech-to-Text Support Service

Academic Preparation of Adolescents With Disabilities for Postsecondary Education

Bringing Adam Smith’s pin factory to life: Field trips and discussions as forms of experiential learning

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