The Role of Technology in the Transition to Postsecondary Education of Students with Learning Disabilities

Mull, Charlotte; Sitlington, Patricia L.

doi:10.1177/00224669030370010301

Cited by 54 publications

(30 citation statements)

References 26 publications

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“…Academic accommodations typically recommended for students with ADHD include strategies such as books on tape, note taking services, distraction free rooms and extra time for examinations, alternative forms for examinations, and more recently, use of adaptive equipment and technology [Jones et al, 1997;Mull and Sitlington, 2003]. Although many of these accommodations and adaptations may make intuitive sense, all lack rigorous empirical studies to investigate their effectiveness at enhancing the performance of students with ADHD.…”

Section: Treatment and Interventionmentioning

confidence: 99%

ADHD in college students: Developmental findings

Weyandt

DuPaul

2008

Dev Disabil Res Revs

102

115

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According to the American Psychiatric Association [DSM-IV-TR, 2000], Attention-Deficit Hyperactivity Disorder (ADHD) affects approximately 3-7% of the school aged population and 2-4% of the adult population. Recently, college students with ADHD have begun to receive more attention, largely due to the increase in numbers of high school students with ADHD pursuing higher education, as well as reports of prescription stimulant misuse on college campuses. The purpose of the present article is to summarize major research findings concerning developmental issues facing college students with ADHD. Overall, findings suggest that relative to the general college population, college students with ADHD are at greater risk for academic and psychological difficulties, and misuse of prescription stimulants is indeed a problem on many campuses. Primary treatment strategies include psychostimulant medication, coaching, and educational accommodations; however, very little controlled treatment outcome research has been conducted with this population. These findings are preliminary and are tempered by methodological limitations as well as the small number of studies that have been conducted. Future research using larger sample sizes, rigorous assessment criteria, and employing longitudinal designs is needed to better understand the developmental issues facing college students with ADHD.

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Section: Treatment and Interventionmentioning

confidence: 99%

ADHD in college students: Developmental findings

Weyandt

DuPaul

2008

Dev Disabil Res Revs

102

115

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“…In a literature review about assistive technology in the transition process, Mull and Sitlington (2003) urged students to include identification of funding sources for assistive technology in their transition plans. Assistive technology should be based on assessed needs in light of their chosen postsecondary environments.…”

mentioning

confidence: 99%

Evidenced Based Practices that Promote Transition to Postsecondary Education: Listening to a Decade of Expert Voices

et al. 2008

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“…As technology is now being used for a wide range of purposes, it can also be a potential tool in supporting the transition of students with special needs from primary to secondary settings. Although research has been undertaken in regard to technology and the transition to postsecondary or postschool options (Mull & Sitlington, 2003;Wehmeyer et al, 2011), there is little evidence that technology has, or could, be used to support the transition from primary to secondary settings for students with special needs.…”

Section: Increased Technologymentioning

confidence: 99%

Development of a Mobile-Optimised Website to Support Students With Special Needs Transitioning From Primary to Secondary Settings

Chambers

Coffey

2013

Australas. j. spec. educ.

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With an increasing number of students with special needs being included in regular classroom environments, consideration of, and planning for, a smooth transition between different school settings is important for parents, classroom teachers and school administrators. The transition between primary and secondary school can be difficult for students with special needs, particularly in the areas of organisation and social interaction. Technology can be used to assist students to make this transition more effectively and may work to minimise any difficulties involved in the transition. In this article the authors describe transition considerations, and technology use for students with special needs and how technology may be used to address transition issues. The authors conclude by detailing the initial development process of a mobile-optimised website to support students with special needs who are transitioning from a primary to secondary environment in an Australian context. Future directions for the use of the website are explored.

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The Role of Technology in the Transition to Postsecondary Education of Students with Learning Disabilities

Cited by 54 publications

References 26 publications

ADHD in college students: Developmental findings

ADHD in college students: Developmental findings

Evidenced Based Practices that Promote Transition to Postsecondary Education: Listening to a Decade of Expert Voices

Development of a Mobile-Optimised Website to Support Students With Special Needs Transitioning From Primary to Secondary Settings

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