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ERIC Number: ED395193
Record Type: RIE
Publication Date: 1995-Aug-15
Pages: 343
Abstractor: N/A
Tutor Training for Occupational Students with Learning Disabilities. PY95 Final Detailed Report.
Tyler Junior Coll., TX.
A project conducted at Tyler Junior College (Texas) developed a video and a handbook to train tutors and assist instructors to: employ learning strategies developed specifically for occupational students with learning disabilities and/or attention deficit disorder (ADD); build affective skills on their advisory tutors/students; and strengthen the study skills of their tutors and students. This packet includes the project report with the script for the videotape, the handbook, and seven exercises used in the tutor's workshop. The handbook consists of six sections. The first section introduces the handbook and the project and explains how to use the handbook and the video and how to build a college's tutor training program. In the second section, learning disabilities are defined and students with learning disabilities are interviewed, along with a parent of two students with learning disabilities. The third section covers specific learning disabilities, including dyslexia, dysgraphia, dyscalculia, scotopic sensitivity syndrome, and attention deficit disorder. Cognitive study skills are discussed in the fourth section. Affective skills are the subject of the fifth section; it identifies issues and problems and suggests strategies for dealing with affective issues such as feelings, self-concept, and time management. The final section, the appendix, contains informational materials for administrators, peer tutors, classroom instructors, and counselors, along with a reference list of 81 books and journal articles and 4 videos. (KC)
Publication Type: Reports - Descriptive; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Students; Teachers
Language: English
Sponsor: Texas Higher Education Coordinating Board, Austin.
Authoring Institution: Tyler Junior Coll., TX.
Grant or Contract Numbers: N/A