An Effective Model for College Students With Learning Disabilities and Attention Deficit Hyperactivity Disorders. Research to Practice Brief. Improving Secondary Education and Transition Services through Research. Volume 3, Issue 1.

Autor/inn/en	Getzel, Elizabeth Evans; McManus, Shannon; Briel, Lori W.
Institution	National Center on Secondary Education and Transition, Minneapolis, MN.
Titel	An Effective Model for College Students With Learning Disabilities and Attention Deficit Hyperactivity Disorders. Research to Practice Brief. Improving Secondary Education and Transition Services through Research. Volume 3, Issue 1.
Quelle	(2004), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Effectiveness; Learning Disabilities; Hyperactivity; Graduation Rate; Attention Deficit Disorders; Postsecondary Education; College Students; Student Needs; Ancillary School Services; Related Services (Special Education) + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Post-secondary education; Tertiäre Bildung; Collegestudent
Abstract	As a result of the increasing number of students with disabilities entering post-secondary education, disability support services offices across the nation are faced with providing more varied and specialized services. Yet there is a limited body of knowledge within the postsecondary education and disability field on what services and specific accommodations are appropriate under various conditions. Amid this changing postsecondary environment, students with disabilities frequently feel overwhelmed, resulting in low retention and graduation rates. Further research is needed on the types of supports provided and their impact on the educational outcomes of students with disabilities, as well as on the various models of service delivery. The intent of this study, which was conducted by the Virginia Commonwealth University-Rehabilitation Research and Training Center (VCU-RRTC), was to determine the effectiveness of a supported-education model as part of the services offered through the Disability Support Services Office (DSS) and the impact of these services and supports on students? educational outcomes. The model was implemented through the VCU DSS office on both the academic and medical campuses as part of the range of services offered by these offices. The results of the study indicate that for some students experiencing academic problems, the access to services and supports through a supported-education model can be beneficial. (ERIC).
Anmerkungen	National Center on Secondary Education and Transition, Institute on Community Integration, University of Minnesota, 6 Pattee Hall, 150 Pillsbury Drive SE, Minneapolis, MN 55455. Tel: 612-624-2097; Fax: 612-624-9344; Web site: http://www.ncset.org; e-mail: ncset@umn.edu.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10