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ERIC Number: ED274115
Record Type: RIE
Publication Date: 1986-Apr
Pages: 18
Abstractor: N/A
Reference Count: 0
A Guide for Parents of College-Bound Learning Disabled High School Students. Long Island University Transition Project Learning How to Learn: A High School/College Linkage Model to Expand Higher Education Opportunities for Learning Disabled Students. Position Paper Series: Document No. 7. Draft.
Davis, C. Leonard; And Others
With the increased emphasis on making college programs available for learning disabled students, parents should participate with their children in the investigation of colleges that offer the facilities and support systems which will enable the learning disabled (LD) candidate to achieve success in college. This guide provides a framework to help parents and students go through the college selection process. Following an introduction, a section on "Understanding the LD Student" discusses academic performance levels and social development levels of learning disabled students. The sections called "Criteria for College Selection for LD Students" and "Checklist of College LD Resources and Services" both consider such criteria as campus visits, teacher recommendations, special support services, facilities, and alternatives for learning disabled students. The fifth section, "Factors in Selection of a Suitable College," considers location, level of competitiveness, programs of study, size, cost, campus life, affiliation, and special features. Following this, a "Calendar for College Planning and Selection," starting from the student's high school freshman year and running through the high school senior year, is presented. In the last two sections, eight directories of colleges for special needs students are referenced and a user's evaluation form for the parent's guide is provided. (CB)
Publication Type: Guides - Non-Classroom; Reference Materials - Directories/Catalogs
Education Level: N/A
Audience: Parents
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Long Island Univ., Brooklyn, NY.
Note: For related documents, see EC 190 285-287.