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학술저널

Post-Secondary Students with Learning Difficulties: Assessment and Intervention Issues

The paper addresses issues related to the definition and identification of learning disabilities and related intervention strategies, particularly as relevant to post-secondary students. Direction is taken from the relevant literature on theory-based models of learning disabilities, tied directly to procedures for identification of learning disabilities which lead directly to appropriate intervention strategies. Data from a sample of students, self-identified as having learning difficulties, are examined to identify those assessment dimensions which suggest possible aspects of student performance in need of remedial assistance. Our data confirm that such students are generally of at least average ability and are also functioning within the average range on at least some dimensions of academic achievement. However, specific skill (e.g., basic writing skills) and self-regulation (e.g., motivation and anxiety) areas of post-secondary academic performance require assessment in order to optimize instructional strategies interventions.

DEFINING AND IDENTIFYING LEARNING DISABILITIES

SOME ASSESSMENT-BASED INTERVENTION APPROACHES AND MODELS

METHOD

RESULTS AND DISCUSSION

CONCLUSIONS AND FURTHER DIRECTIONS FOR RESEARCH AND PRACTICE

REFERENCES

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