Academic Support Model for Post-Secondary School Students with Learning Disabilities: Student and Instructor Perceptions

Autor/inn/en	Lipka, Orly; Forkosh Baruch, Alona; Meer, Yael
Titel	Academic Support Model for Post-Secondary School Students with Learning Disabilities: Student and Instructor Perceptions
Quelle	In: International Journal of Inclusive Education, 23 (2019) 2, S.142-157 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1427151
Schlagwörter	Postsecondary Education; Undergraduate Students; Learning Disabilities; Student Attitudes; College Faculty; Teacher Attitudes; Attitudes toward Disabilities; Foreign Countries; Inclusion; Individualized Instruction; Attention Deficit Hyperactivity Disorder; Small Group Instruction; Teaching Methods; Emotional Response; Empathy; Modeling (Psychology); Teacher Characteristics; Academic Accommodations (Disabilities); Teacher Student Relationship; Caring; Homework; Israel + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Learning handicap; Lernbehinderung; Schülerverhalten; Fakultät; Lehrerverhalten; Ausland; Inklusion; Individualisierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Emotionales Verhalten; Empathie; Modeling; Modelling; Modellierung; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; Hausaufgabe
Abstract	While post-secondary school students with learning difficulties confront many challenges, there is little research on methods of support. In the current study, the 'adapted course' model was qualitatively examined from the perspective of both students and instructors. The main goal was to explore how students and instructors perceived the instruction in adapted courses. Five pre-service students with learning disabilities (LD) and/or attention-deficit hyperactivity disorder and three instructors were interviewed. Responses were analysed using subjective analysis, with central content categories identified based on student and instructor statements. Six main themes emerged: (1) small class size; (2) emotional support; (3) adjusted teaching methods; (4) independent practice exercises; (5) instruction by modelling; and (6) instructor characteristics. The current study can inform pedagogical principles on which a support model for post-secondary students with LD can be based. It provides analyses of the effectiveness of one support model and presents the perceptions of both faculty and students. Moreover, the study provides an opportunity to learn about potential components of effective teaching-learning, not only in the specific context of adapted courses, but in any supportive learning situation (e.g. tutoring) or course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01