A Comparison of the Perceptions of High School and College Faculty: Implications for Program Development for Secondary Learning Disabled Students. Position Paper Series: Document No. 1.

Autor/inn/en	Seidenberg, Pearl L.; Koenigsberg, Ellen
Institution	Long Island Univ., Brooklyn, NY.
Titel	A Comparison of the Perceptions of High School and College Faculty: Implications for Program Development for Secondary Learning Disabled Students. Position Paper Series: Document No. 1.
Quelle	(1986), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Cognitive Processes; College Faculty; College Preparation; College Students; Comparative Analysis; High School Students; High Schools; Higher Education; Interpersonal Competence; Learning Disabilities; Learning Strategies; Questionnaires; Special Education Teachers; Teacher Attitudes; Transitional Programs + Suchen Sie Ihr Suchwort? Schulleistung; Cognitive process; Kognitiver Prozess; Fakultät; Collegestudent; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonale Kompetenz; Learning handicap; Lernbehinderung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	The study compared perceptions of high school and college faculty regarding the characteristics and preparatory needs of secondary learning disabled (LD) students. The analysis was based on a survey of 288 high school teachers (246 regular and 42 special education) and 82 college teachers. Separate factor analyses identified three academic factors (reading strategies, organizational skills, test-taking skills) and two social factors (interpersonal skills and self-sufficiency) considered important by both college faculty and special educators. Differences between these two groups occurred in issues related to college access (e.g., information about LD college programs, preparation for a college admission interview, and the need to provide secondary students with assignments similar to those required in college). Although regular teachers and college faculty demonstrated similar perceptions of LD learner characteristics, differences occurred in all preparation areas with regular high school faculty indicating they were unable to provide the academic, social, or guidance services deemed important by college faculty. Although the study did not find major differences among groups, it did suggest that knowledge acquired in the special education setting is not being generalized and/or reinforced by mainstream regular teachers; and that higher level cognitive skills and strategies could be facilitated by effective teaching procedures including the direct instruction model. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01