Distinguished Professors Scholarly Workshttps://hdl.handle.net/1808/82202024-03-29T09:11:17Z2024-03-29T09:11:17ZDisability eligibility issues and university student assessment outcomesCrank, Joe N.Deshler, Donald D.https://hdl.handle.net/1808/179012018-02-26T20:03:34Z2001-01-01T00:00:00ZDisability eligibility issues and university student assessment outcomes
Crank, Joe N.; Deshler, Donald D.
Many issues pertaining to identifying and documenting university
students with learning disabilities (LD) have been discussed
in the professional literature or litigated. This article
documents the eligibility procedures and student assessment
results of a project for identifying and providing learning
strategies services to students with LD at a large midwestern
public university. Many legal issues are relevant in the discussion
and evaluation of this project, including the use of standardized
procedures for establishing disability status. This
project used standardized procedures such as eligibility rules
and cut-off scores for making eligibility decisions, thus reducing
the nagging inconsistencies and subjectivity associated
with nonstandardized assessments and clinical judgements
about LD. Students found eligible for the project showed academic
skill deficits as low as the fourth grade level, with the
average skill level being eighth grade. All students seeking
services but determined not eligible showed proficient academic
skills. Data from a sample of students not seeking
project services gave insight to the skills of “typical”, skill
proficient college students, thus providing an index by which
to judge skill deficiency.
This is the published version. Copyright 2001 IOS Press.
2001-01-01T00:00:00ZAn Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Performance on a Serial Recall Task and the Role of Executive ControlWarner, Michael M.Schumaker, Jean B.Alley, Gordon R.Deshler, Donald D.https://hdl.handle.net/1808/172012019-04-12T14:53:22Z1982-06-01T00:00:00ZAn Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Performance on a Serial Recall Task and the Role of Executive Control
Warner, Michael M.; Schumaker, Jean B.; Alley, Gordon R.; Deshler, Donald D.
Success on tasks requiring deliberate memorization depends, in part, on a student's ability to exert appropriate executive control during the learning session. Executive processes are invoked whenever an individual is required to match a specific mnemonic strategy to the requirements of a given task. Deficiencies in executive control are increasingly being implicated in mildly handicapped students' failure to transfer and generalize what they have learned. Very little data exist which describe the executive functioning of adolescents. The present study investigated the executive performance of learning disabled (LD) adolescents using a self-paced, serial recall task. LD adolescents' performance was compared to that of a group of low-achieving and a group of high-achieving adolescents. Both in terms of accuracy of recall and use of an appropriate memorization strategy, the high-achieving group outperformed a combined group of low achievers and LD students. With one exception, the performance of low-achieving and LD students did not differ when achievement was statistically controlled. For all three groups, accuracy of recall was significantly correlated with degree of use of an optimal mnemonic strategy. Finally, a large proportion of the LD adolescents were found to employ an appropriate executive strategy and, thus, could not be characterized as demonstrating deficient executive functioning.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
1982-06-01T00:00:00ZAn Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Classification and Discrimination of Learning Disabled and Low-Achieving AdolescentsWarner, Michael M.Alley, Gordon R.Deshler, Donald D.Schumaker, Jean B.https://hdl.handle.net/1808/171992019-04-12T14:53:38Z1980-01-01T00:00:00ZAn Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Classification and Discrimination of Learning Disabled and Low-Achieving Adolescents
Warner, Michael M.; Alley, Gordon R.; Deshler, Donald D.; Schumaker, Jean B.
In recent years, professionals in the field of learning disabilities have begun to address the impact of learning disabilities on adolescents and young adults. Although substantial attention has been directed to the manifestations of learning disabilities in elementary school age populations, the significantly different and increasingly complex demands on adolescents both in and out of school necessitate the development of systematic research on this population. The University of Kansas Institute for Research in Learning Disabilities has collected a broad array of data to form an epidemiological data base on LD adolescents and young adults.
Data have been collected from learning disabled, low-achieving, and normal-achieving adolescents as well as from their parents and teachers. In addition, information from the environmental setting of the LD adolescents which pertains to interventions applied on behalf of the student, relationships with others, conditions under which he/she operates and support systems available for his/her use has also been collected. These data have been considered in relation to data on specific learner characterisecs to gain a more complete profile of the older LD individual.
Research results presented in Research Reports 12 through 20 detail findings from this comprehensive epidemiology study conducted during 1979-80 by the Institute. It is important for the reader to study and view each of these individual reports in relation to this overall line of research. An understanding of the complex nature of the learning disability condition only begins to emerge when each specific topic or finding is seen as a partial, but important, piece of a larger whole.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
1980-01-01T00:00:00ZAn Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Social Status, Peer Relationships, Time Use and Activities In and Out of SchoolDeshler, Donald D.Schumaker, Jean B.Warner, Michael M.Alley, Gordon R.Clark, Frances L.https://hdl.handle.net/1808/171982019-04-12T14:53:38Z1980-01-01T00:00:00ZAn Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Social Status, Peer Relationships, Time Use and Activities In and Out of School
Deshler, Donald D.; Schumaker, Jean B.; Warner, Michael M.; Alley, Gordon R.; Clark, Frances L.
In recent years, professionals in the field of learning disabilities have begun to address the impact of learning disabilities on adolescents and young adults. Although substantial attention has been directed to the manifestations of learning disabilities in elementary school age populations, the significantly different and increasingly complex demands on adolescents both in and out of school necessitate the development of systematic research on this population. The University of Kansas Institute for Research in Learning Disabilities has collected a broad array of data to form an epidemiological data base on LD adolescents and young adults.
Data have been collected from learning disabled, low-achieving, and normal-achieving adolescents as well as from their parents and teachers. In addition, information from the environmental setting of the LD adolescents which pertains to interventions applied on behalf of the student, relationships with others, conditions under which he/she operates and support systems available for his/her use has also been collected. These data have been considered in relation to data on specific learner characteristics to gain a more complete profile of the older LD individual.
Research results presented in Research Reports 12 through 20 detail findings from this comprehensive epidemiology study conducted during 1979-80 by the Institute. It is important for the reader to study and view each of these individual reports in relation to this overall line of research. An understanding of the complex nature of the learning disability condition only begins to emerge when each specific topic or finding is seen as a partial, but important, piece of a larger whole.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
1980-01-01T00:00:00Z