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Succeeding in Postsecondary Ed through Self-Advocacy.
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Lock, Robin H.; Layton, Carol A. – TEACHING Exceptional Children, 2001
Discussion of self-advocacy for postsecondary students with learning disabilities considers learning characteristics, self-advocacy as a critical transition skill, identification of intrinsic processing abilities, developing a self-advocacy plan, and the increasing need for postsecondary accommodations. Insets include a sample self-advocacy plan,…
Descriptors: Academic Accommodations (Disabilities), College Students, Learning Disabilities, Postsecondary Education
Reasoning and Self-Advocacy for Postsecondary Students with Learning Disabilities.
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Layton, Carol A.; Lock, Robin H. – Learning Disabilities: A Multidisciplinary Journal, 2003
A study involving 94 typical college freshmen, 32 college athletes, and 30 students with learning disabilities (LD) found several students with LD reported possible intrinsic processing weaknesses. Students with LD also self-reported difficulties that would affect their ability to engage in self-advocacy through communication, self-awareness, and…
Descriptors: Cognitive Processes, College Students, Higher Education, Interpersonal Communication
Reasoning and Self-Advocacy for Postsecondary Students with Learning Disabilities
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Layton, Carol A.; Lock, Robin H. – Learning Disabilities: A Multidisciplinary Journal, 2003
This study examined three groups of postsecondary students using the "Learning Disabilities Diagnostic Inventory" (LDDI). Reasoning scale to determine if there were significant differences in their self-reported reasoning behaviors. The results indicated that none of the students self-reported a "Likely" intrinsic processing deficit. However, some…
Descriptors: Learning Disabilities, Self Advocacy, Academic Advising, Thinking Skills