When Average Is Not Good Enough: Students with Learning Disabilities at Selective, Private Colleges

Autor/inn/en	Weis, Robert; Erickson, Celeste P.; Till, Christina H.
Titel	When Average Is Not Good Enough: Students with Learning Disabilities at Selective, Private Colleges
Quelle	In: Journal of Learning Disabilities, 50 (2017) 6, S.684-700 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219416646706
Schlagwörter	Learning Disabilities; Selective Admission; Private Colleges; Socioeconomic Status; Psychoeducational Methods; Academic Accommodations (Disabilities); Cognitive Ability; Academic Ability; Undergraduate Students; Evidence; Student Records; Educational Diagnosis; Intelligence Tests; Adults; Children; Achievement Tests; Reading Comprehension; Reading Tests; Vocabulary; Wechsler Adult Intelligence Scale; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Achievement; Nelson Denny Reading Tests; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Bildungsselektion; Privathochschule; Socio-economic status; Sozioökonomischer Status; Denkfähigkeit; Evidenz; Schülerakte; Pedagogical diagnostics; Pädagogische Diagnostik; Intelligence test; Intelligenztest; Child; Kind; Kinder; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Leseverstehen; Lesetest; Wortschatz; WIAT; Eignungsprüfung; Eignungstest
Abstract	Adolescents with learning disabilities disproportionately come from lower socioeconomic status backgrounds, show normative deficits in academic skills, and attend 2-year, public colleges instead of 4-year institutions. However, students with learning disabilities are well represented at the United States' most expensive and selective postsecondary institutions. We examined the psychoeducational functioning of students receiving accommodations for learning disabilities at a private, selective, liberal arts college. We also determined whether students had objective evidence supporting their disability diagnoses and academic accommodations. Most students showed above-average cognitive abilities, average academic skills, and no evidence of impairment. Although nearly all students reported academic problems, most lacked objective evidence of academic difficulties prior to college as well as relative or normative deficits in broad academic skills or fluency. Results indicate a need for greater reliance on objective, multimethod/multi-informant data in the diagnostic process. Results also highlight limitations in the current professional guidelines for documentation decision making in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01