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ERIC Number: ED331221
Record Type: RIE
Publication Date: 1990-Dec
Pages: 148
Abstractor: N/A
Reference Count: N/A
Inservice Training in the Diagnostic-Prescriptive Approach to Writing Deficits in Learning Disabled and Other Severely Academically Deficient Students. Final Report.
Perin, Dolores
This final report describes the inservice training on the problems of learning disabled college students which was provided to community college faculty and support staff in New York City in December 1989 and March 1990. Participants included coordinators for disabled students, program coordinators, instructors, and tutors. The inservice training had two phases. The first phase involved classroom based activities pertaining to the identification of signs of learning disabilities and writing deficits. Participants administered a questionnaire that screened for symptoms of learning disabilities, and collected writing samples from their students. This material formed the basis of the hands-on workshops at the 2-day conferences. Conference presentations and workshops addressed the following areas: (1) writing skills instruction and the learning disabled community college student; (2) specific instructional strategies to help learning disabled students develop writing skills; (3) a diagnostic-prescriptive approach to writing problems in learning disabled students; (4) characteristics of learning disabled individuals with writing problems; (5) a three-tier approach for helping dysgraphic writers; and (6) individualized remedial approaches. Video materials were also developed. Much of the document consists of an appendix which contains the academic questionnaire, conference agendas, breakdown of conference participants by college, and evaluation summaries. A full conference proceedings with summaries of 16 presentations is also appended. Includes over 100 references. (DB)
Publication Type: Collected Works - Proceedings
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: New York State Education Dept., Albany. Bureau of Grants Administration.
Authoring Institution: City Univ. of New York, NY. Center for Advanced Study in Education.
Identifiers: New York (New York)