Carol A. Layton

Succeeding in Postsecondary Ed through Self-Advocacy.

entering college or other postsecondary institutions in droves, but often find programs lacking in the accommodations they need; indeed, these young adults are often unaware of exactly what they need for success in higher education. Because most instructors and counselors are unfamiliar with the needs and requirements of students with disabilities (see box, “The Increasing Need”), students must learn to be their own advocates. This article shows how these young adults can determine their cognitive strengths and weaknesses and develop their own “Self-Advocacy Plans.” We worked with a group of students with learning disabilities to develop such plans, and then to apply their written plan as an advanced organizer for guiding discussions with individual professors. They developed the advanced organizer to enhance their discussions with professors and to reach a shared understanding of the student’s learning characteristics and his or her critical accommodation needs.

Isolating Intrinsic Processing Disorders from Second Language Acquisition.

Abstract Differentiating intrinsic processing disorders from extrinsic factors, such as cultural differences and language acquisition proficiency, is a complex issue. Students with limited English proficiency (LEP) may be mistakenly identified as learning disabled due to inherent similarities between intrinsic processing deficits and the process of second language acquisition. The need for evaluation instruments to separate these discrete factors is critical. The Learning Disabilities Diagnostic Inventory (LDDI) is a recently published observational tool designed to help teachers detect possible intrinsic processing disorders. This study compared LDDI results of non-disabled students with LEP and those who were English-speaking to determine the frequency of intrinsic processing likelihood. Results of the study indicated that non-disabled students with LEP were over-identified as having intrinsic processing deficits through this process. Upon examination of individual LDDI protocols, the over-identification issue focused on the need to train educators concerning second language acquisition characteristics rather than simply discarding the LDDI as a possible tool.

The Impact of Reasoning Weaknesses on the Ability of Postsecondary Students with Learning Disabilities to Select a College Major

We used the Learning Disabilities Diagnostic Inventory (LDDI) (Hammill & Bryant, 1998) to examine the reasoning ability of freshmen with learning disabilities. Relevant components of the LDDI Reasoning scale include items on generalization, problem solving, executive functioning, and understanding consequences. These components impact the self-determination skills necessary for making informed decisions. Students with learning disabilities indicated increased but intermittent intrinsic processing weaknesses in reasoning. We examine the plausible impact of the reasoning weaknesses on a students ability to select a major. We also identify resources that advisors can use to facilitate the students ability to select an appropriate college major.

Confirming the Need for Individual Accommodations for Students with Learning Disabilities

College and university officials are seeking efficient methods for determining and documenting the accommodation needs of students with disabilities. Unfortunately, without information about the students underlying intrinsic processing deficits, many educators are providing ineffective accommodation plans. Using the Learning Disabilities Diagnostic Inventory, we examined the accommodation needs of students with learning disabilities being served in a fee-for-service learning disabilities program. We found that postsecondary students with learning disabilities have a variety of intrinsic processing deficits. We document the necessity for student-specific accommodations based on processing deficits, promote student self-advocacy, and discuss the role of advisors in assisting students.