ABSTRACT
This 10-year follow-up study compares programs and services for students with learning disabilities (LD) in graduate and professional schools between 1985 and 1995. In 1995, surveys were sent to the same institutions (n = 682) as in the earlier survey, with a response rate of 30.6%. Significant changes over the 10 years include a higher level of awareness about LD and evidence of greater compliance with Section 504, a greater specificity of assessments required for the identification of students who receive services, improvements in the types and extent of services available, and increased program visibility. Despite these positive changes, 24% of the respondents indicated that they did not have a coordinator for LD at their institution, and 33% did not have a written plan for services. Eighteen institutions with programs or services for students with LD gave permission to publish their names. Implications and recommendations are discussed.
Subject(s)
Education, Graduate , Education, Professional , Education, Special/methods , Learning Disabilities/therapy , Data Collection , Education, Dental , Education, Medical , Educational Measurement , Follow-Up Studies , Humans , Program Evaluation , United StatesSubject(s)
Education, Dental , Learning Disabilities , Students, Dental , Curriculum , Humans , Social SupportABSTRACT
At a time when recognition of the needs of handicapped students is of great concern, many handicapped persons have not yet been identified. Even with the advent of legislation mandating educational equity for all handicapped students, those with specific learning disabilities (SLD) still remain unidentified or unserved by institutions of higher education. In 1979, New York University College of Dentistry instituted a classwide screening and testing program for SLD students. The program sought to identify accepted students "at risk" for SLD through the administration of a two-hour battery of tests designed by learning disabilities specialists. Follow-up in-depth evaluations yielded a 90 percent accuracy rate on correct identification of SLD students based on the screening results. This article presents specific test results, analyses of data, and comparison of self-report measures and suggests educational implications, including suggestions for program accommodations.
