Descripciones mejoradas de Syndetics:

Colleges and universities are seeing increasing numbers of students with a range of disabilities enrolling in postsecondary education. Many of these disabilities are invisible and, despite their potential for negative impact on students' academic and social adjustment, some students will choose not to identify as having a disability or request support.

Approaching disability from the perspective of difference, the authors of this new volume offer guidance on creating more inclusive learning environments on campus so that all students--whether or not they have a recognized disability--have the opportunity to succeed. Strategies for supporting students with specific learning disabilities, attention-deficit/hyperactivity disorder, autism spectrum disorder or who display learning and behavioral characteristics associated with these profiles are described. A valuable resource for instructors, advisors, academic support personnel, and others who work directly with college students.

Tabla de contenidos provista por Syndetics

• Tables and Figures(p. v)
• Foreword(p. vii)
• Chapter 1 Introduction: The Postsecondary Context of LD(p. 1)
• Chapter 2 Who Are the Students With LD?(p. 11)
• Chapter 3 College Transition Experiences for Students With LD(p. 31)
• Chapter 4 Supporting Students With LD in the Classroom(p. 47)
• Chapter 5 Outside the Classroom: Cocurricular Issues for Students With LD(p. 73)
• Chapter 6 Recommendations for Better Serving Students With LD(p. 91)
• References(p. 103)
• Index(p. 121)
• About the Authors(p. 135)

Reseñas proporcionadas por Syndetics

CHOICE Review

This text is a resource for university faculty and personnel to support the success of enrolled students who have learning disabilities, ADHD, or autism. It offers a good overview of the topic and provides basic information about these disabilities and the legal requirements and curriculum to support students who have them. Descriptions of learning disabled students are provided, with attention given to the role of neuroscience, including information on genetics, brain plasticity, and the suggestion to "reframe disability as diversity." The authors also provide suggestions for including such students in co-curricular activities with their non-learning-disabled peers, including ways to support learning-disabled students during each of their four years on campus. These recommendations could be expanded because helping typical peers relate to those with disabilities is important. The book's greatest asset is its message that each disability can be reconsidered as a strength, attributing different advantages to the individual in question. Overall, the unique perspectives in this book support its use as a resource to university personnel. Summing Up: Recommended. Faculty and professionals. --chris grissom, emeritus, Marian University

Notas de autor provistas por Syndetics

Lynne C. Shea