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ERIC Number: EJ786248
Record Type: Journal
Publication Date: 2007
Pages: 10
Abstractor: Author
Reference Count: 7
ISSN: ISSN-0731-9487
The Documentation Disconnect for Students with Learning Disabilities: Improving Access to Postsecondary Disability Services
Learning Disability Quarterly, v30 n4 p265-274 Fall 2007
This report by the National Joint Committee on Learning Disabilities (NJCLD) outlines important concerns about documentation issues related to students with disabilities as they transition from high school to postsecondary settings. These issues center on the "disconnect" between the nature and extent of disability documentation generated during a student's public school career and the documentation required to access services at the postsecondary education level. There is no easy answer to this problem given the legal, practical, and philosophical differences between these two educational settings, and it is clear that new ways of thinking about the documentation for accessing services in postsecondary education for students with learning disabilities (LD) need to occur. One of the main tenets of this paper is that all persons involved in the successful and equitable transition of individuals with LD to postsecondary institutions need to understand each other's constraints and perspectives. This understanding will be greatly enhanced when there is a shared goal of helping all students receive services to which they are entitled and when educators from each level commit to communicating with each other. The purpose of this report is to outline the issues affecting documentation for postsecondary disability services and to suggest ways to bridge the gap between secondary and postsecondary settings. (Contains 13 online resources and 1 note.)
Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A