How can Students with Learning Disabilities Succeed in College?
More students with learning disabilities than ever before are attending college (Shapiro & Rich, 1999; Westby, 2000). Kavale and Forness (as cited in Janiga & Costenbader, 2002) report that between 1985 and 1996, the number of full-time first-year college students who reported having a learning disability more than doubled. Some of the increase in students with learning disabilities attending college is undoubtedly due to legislation prohibiting discrimination against persons with disabilities. At one time, college was out of the question for many students with learning disabilities. Beginning in the mid-1970s, however, federal law prohibited institutions of higher education from discriminating against students with disabilities. Section 504 of the Rehabilitation Act of 1973 mandates that "no otherwise qualified handicapped individual...shall, solely by reason of his/her handicap, be excluded from participation in, be denied the benefits of, or be subject to discrimination under any program or activity receiving financial assistance."
Applying the phrase "otherwise qualified" in individual cases is not always easy. It is clear, however, that the courts have interpreted it not to mean the lowering of admissions standards. The Supreme Court, in Southeastern Community College v. Davis (1979), ruled that a nursing program could deny admission to a student who was hearing impaired and unable to understand speech because, being unable to hear patients, she might put them in danger. What the law did mean was that decisions should be based on actual abilities rather than prejudicial assumptions (Brinckerhoff, Shaw, & McGuire, 1992). In addition, colleges are to make adjustments in requirements for courses, but these accommodations are not expected to alter the essential aspects of the curriculum (Westby, 2000).
Immediately following the passage of Section 504, colleges and universities did not suddenly throw open their doors to students with disabilities. Over time, as the courts have helped to define the parameters of the law and public opinion about persons with disabilities has improved, many colleges and universities have become more comfortable with the idea of admitting and accommodating students with disabilities, including learning disabilities. Some have centers devoted to services for students with learning disabilities (Westby, 2000). Others have a full-time faculty or staff person who specializes in learning disabilities. This coordinator may have a variety of support staff who provide a number of services, including monitoring academic progress, tutoring, and acting as a liaison to the faculty (Brinckerhoff et al., 2002). In fact, some institutions of higher education have gained reputations as good places for students with learning disabilities to attend because of the level of support offered.
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