NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED484285
Record Type: Non-Journal
Publication Date: 2004-Feb
Pages: 6
Abstractor: ERIC
Reference Count: 11
ISBN: N/A
ISSN: N/A
An Effective Model for College Students With Learning Disabilities and Attention Deficit Hyperactivity Disorders. Research to Practice Brief. Improving Secondary Education and Transition Services through Research. Volume 3, Issue 1.
Getzel, Elizabeth Evans; McManus, Shannon; Briel, Lori W.
National Center on Secondary Education and Transition, University of Minnesota (NCSET)
As a result of the increasing number of students with disabilities entering post-secondary education, disability support services offices across the nation are faced with providing more varied and specialized services. Yet there is a limited body of knowledge within the postsecondary education and disability field on what services and specific accommodations are appropriate under various conditions. Amid this changing postsecondary environment, students with disabilities frequently feel overwhelmed, resulting in low retention and graduation rates. Further research is needed on the types of supports provided and their impact on the educational outcomes of students with disabilities, as well as on the various models of service delivery. The intent of this study, which was conducted by the Virginia Commonwealth University-Rehabilitation Research and Training Center (VCU-RRTC), was to determine the effectiveness of a supported-education model as part of the services offered through the Disability Support Services Office (DSS) and the impact of these services and supports on students? educational outcomes. The model was implemented through the VCU DSS office on both the academic and medical campuses as part of the range of services offered by these offices. The results of the study indicate that for some students experiencing academic problems, the access to services and supports through a supported-education model can be beneficial.
National Center on Secondary Education and Transition, Institute on Community Integration, University of Minnesota, 6 Pattee Hall, 150 Pillsbury Drive SE, Minneapolis, MN 55455. Tel: 612-624-2097; Fax: 612-624-9344; Web site: http://www.ncset.org; e-mail: ncset@umn.edu.
Publication Type: Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center on Secondary Education and Transition, Minneapolis, MN.