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ERIC Number: ED278177
Record Type: RIE
Publication Date: 1986-Oct
Pages: 19
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A Comparison of the Perceptions of High School and College Faculty: Implications for Program Development for Secondary Learning Disabled Students. Position Paper Series: Document No. 1.
Seidenberg, Pearl L.; Koenigsberg, Ellen
The study compared perceptions of high school and college faculty regarding the characteristics and preparatory needs of secondary learning disabled (LD) students. The analysis was based on a survey of 288 high school teachers (246 regular and 42 special education) and 82 college teachers. Separate factor analyses identified three academic factors (reading strategies, organizational skills, test-taking skills) and two social factors (interpersonal skills and self-sufficiency) considered important by both college faculty and special educators. Differences between these two groups occurred in issues related to college access (e.g., information about LD college programs, preparation for a college admission interview, and the need to provide secondary students with assignments similar to those required in college). Although regular teachers and college faculty demonstrated similar perceptions of LD learner characteristics, differences occurred in all preparation areas with regular high school faculty indicating they were unable to provide the academic, social, or guidance services deemed important by college faculty. Although the study did not find major differences among groups, it did suggest that knowledge acquired in the special education setting is not being generalized and/or reinforced by mainstream regular teachers; and that higher level cognitive skills and strategies could be facilitated by effective teaching procedures including the direct instruction model. (DB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Long Island Univ., Brooklyn, NY.
Note: Long Island University Transition Project--Learning How to Learn: A High School/College Linkage Model to Expand Higher Educational Opportunities for Learning Disabled Students. For related information, see EC 191 723.