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ERIC Number: EJ889962
Record Type: Journal
Publication Date: 2010-Aug
Pages: 10
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0885-7288
Comparing Audio-Supported Text and Explicit Instruction on Students' Knowledge of Accommodations, Rights, and Responsibilities
Wood, Charles L.; Kelley, Kelly R.; Test, David W.; Fowler, Catherine H.
Career Development for Exceptional Individuals, v33 n2 p115-124 Aug 2010
With increasing numbers of students with disabilities entering postsecondary education, it is important to teach students with disabilities their rights and responsibilities governed by civil rights acts (i.e., Section 504 of the Rehabilitation Act of 1973, Americans With Disabilities Act) for requesting accommodations in postsecondary education. This study compared the effects of audio-supported text and explicit instruction on students' knowledge of their rights, responsibilities, and accommodations in postsecondary education. Participants included four high school seniors with mild disabilities from an urban school district. Using a simultaneous-treatments design with an initial baseline and final best treatment phase, results indicated explicit instruction produced higher scores compared to audio-supported text for all participants. Future research and implications for practice are discussed. (Contains 4 table and 1 figure.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Americans with Disabilities Act 1990; Individuals with Disabilities Education Act; Rehabilitation Act 1973 (Section 504)