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| Autor/inn/en | Russak, Susie; Daniel Hellwing, Ariella |
|---|---|
| Titel | A Follow-Up Study of Graduates with Learning Disabilities from a College of Education: Impact of the Disability on Personal and Professional Life |
| Quelle | In: Australian Journal of Learning Difficulties, 20 (2015) 2, S.185-200 (16 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1940-4158 |
| DOI | 10.1080/19404158.2015.1112296 |
| Schlagwörter | College Graduates; Followup Studies; Learning Disabilities; Schools of Education; Semi Structured Interviews; Academic Accommodations (Disabilities); Student Personnel Services; Influences; Questionnaires |
| Abstract | The present study examined three issues connected to the experiences of graduates with learning disabilities (LD) from a college of education (N = 45): support services that had been most beneficial during studies, positive and negative effects of the disability on personal, and professional life. Additionally, demographic data were collected. A semi-structured retrospective interview was used. The most significant support services recalled were academic including academic literacy and organizational and management skills. The graduates reported positive and negative effects of the LD on personal and professional life. Affective skills were perceived as having positive effects, whereas cognitive skills were perceived as having negative effects. This trend occurred in both personal and professional life. Compensatory strategies were mentioned as a reframing mechanism to conceptualize weaknesses as strengths and advantages. As increasing numbers of students with LD are entering fields of education, gaining insight into how to facilitate successful inclusion in higher education and the work force is essential. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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