ERIC Number: ED271043
Record Type: RIE
Publication Date: 1985
Peterson's Guide to Colleges with Programs for Learning-Disabled Students.
Mangrum, Charles T., II, Ed.; Strichart, Stephen S., Ed.
A guide to 279 college and universities offering full-service programs for students with dyslexia and other learning disabilities (LDs) is presented. An introductory section discusses what LDs are, what college students with LDs are like, why colleges began providing programs for these students, admissions and support after admission, and how high schools can help qualified students with LDs prepare for college. Nine steps are recommended for selecting suitable colleges. The profiles of the 279 colleges provide information on the college, undergraduate programs, and services for LD students, including: institutional control and type, student body characteristics, system affiliation, funding data, degrees awarded, institutional and program accreditation, campus setting, enrollments, faculty, calendar, grading system, library holdings, expenses, financial aid, athletics, major fields of study, LD services, fees, staff, admissions, orientation, housing, diagnostic testing, tutoring, basic skills remediation, academic advisement, special courses, auxiliary aids/services, and counseling. For each school, a chart is provided that shows the key features of the college's LD program. Geographical and alphabetical indexes to the colleges are included, along with a list of resource organizations, with addresses and phone numbers. (SW)
Descriptors: Academic Advising, Accessibility (for Disabled), Ancillary School Services, College Admission, College Choice, College Programs, College Students, Diagnostic Tests, Higher Education, Institutional Characteristics, Learning Disabilities, Remedial Programs, Special Programs, Student Personnel Services
Peterson's Guides, 166 Bunn Drive, P. O. Box 2123, Princeton, NJ 08540 ($13.95).
Publication Type: Guides - Non-Classroom; Reference Materials - Directories/Catalogs; Books
Education Level: N/A
Authoring Institution: N/A