ERIC Number: ED361026
Record Type: Non-Journal
Publication Date: 1993-May
Reference Count: N/A
Freshman Composition for the Learning Disabled.
Gore, Robert C.
In fall 1992, Del Mar College (DMC), in Corpus Christi, Texas, offered for the first time a college-level composition class for students clinically diagnosed as learning disabled (LD), with the rationale that if LD students were first grouped together to learn the fundamentals of college-level writing and find success among their peers, they would gain the confidence and ability to succeed in the campus's heterogeneous atmosphere. To protect LD students' privacy, the class is "closed" to non-LD students and is not identified as "special" in the school catalog. Further, referrals to the class are made privately by the Special Populations Office and by individual English, philosophy, and reading teachers. The course differs from other freshman composition courses not in content or expectations, but in the use of techniques and strategies designed to reduce frustration, anxiety, and tension. These include avoiding the lecture format, emphasizing collaboration and group work, and utilizing computerized overheads. Notes from an article on identifying LD writers and a list of the learning characteristics of LD students are included. An appendix provides a handout for DMC faculty that includes a former LD student's essay on the benefits of attending college; a discussion of the strengths of LD students; and information on the availability of the LD class, general characteristics of LD and traumatically brain injured students, problem-oriented classroom modifications, dyslexia, and hearing impairments. (AC)
Descriptors: Classroom Techniques, College Freshmen, Community Colleges, Confidentiality, Cooperative Learning, Course Descriptions, Educational Diagnosis, Freshman Composition, Hearing Impairments, Learning Disabilities, Teaching Methods, Two Year College Students, Two Year Colleges, Writing Improvement
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A