Literaturnachweis - Detailanzeige
| Autor/inn/en | Chiba, Constance; Low, Richard |
|---|---|
| Titel | A Course-Based Model to Promote Successful Transition to College for Students with Learning Disorders |
| Quelle | In: Journal of Postsecondary Education and Disability, 20 (2007) 1, S.40-53 (14 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Student Attitudes; Learning Disabilities; Questionnaires; Transitional Programs; Attention Deficit Hyperactivity Disorder; College Students; Special Needs Students; Learning Problems; Peer Influence; Program Effectiveness; Federal Legislation; Student Adjustment |
| Abstract | The purpose of the current study was to evaluate student perceptions of the impact of a course developed to assist students with learning disorders, both learning disabilities and attention-deficit/hyperactivity disorder (AD/HD), transition and adjust to a university environment. Students' perceptions of the impact of the course over time were assessed by a follow-up questionnaire sent to 222 students who had taken the course over the past eight years. In addition, students' perceptions of the immediate impact of the course were assessed by a pre/post version of the questionnaire administered to 68 students taking the class. For the follow-up questionnaire, the variables of acceptance, communication, learning preferences and styles, and academic self-confidence were found to be statistically significant. For both the pre/post and follow-up questionnaire participants' acceptance and understanding of their learning disorders and peer support were found to be statistically significant in transition and adjustment. (Contains 9 tables.) (As Provided). |
| Anmerkungen | Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: ahead@ahead.org; Website: http://www.ahead.org/publications/jped |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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