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A Survey of Programs and Services for Learning Disabled Students in Graduate and Professional Schools

Allen W. Parks, EdD, is a consulting psychologist for the College of Dentistry's Learning Disability Program at New York University. He is Assistant Director of Psychological Services for the Landmark Foundation, Associate Professor of Education at Salem State College, Salem, MA, Visiting Lecturer at Boston University's School of Education, and a Master of Public Health candidate at the Harvard School of Public Health.

Stanley Antonoff

Stanley J. Antonoff, DDS, FACD, FICD, is currently Clinical Professor and Director of the Learning Disability Program at New York University College of Dentistry. He is dyslexic, on the Board of Directors of the New York branch of the Orton Dyslexia Society, and is a national and international author and lecturer.

Charles Drake

Charles Drake, EdD, is a consulting psychologist to the NYU College of Dentistry's Learning Disability Program. He is the Founding Headmaster of the Landmark School. Prides Crossing, MA, President of the Landmark Foundation, and President of the Board. Landmark College, Putney, VT. A former Fullbright Fellow and author of numerous articles and books on dyslexia, Dr. Drake is a national and international leader in the remediation of dyslexia and serves on the Board of Consulting Editors for the Journal of Learning Disabilities.

William F. Skiba

William F. Skiba, DDS, FAGD, is currently Associate Clinical Professor and Codirector of the PreClinical Fixed Prosthodontics Program, Department of Prosthodontics and Occlusion, and computer programmer and associate in the Learning Disability Program at NYU College of Dentistry.

James Soberman

James M. Soberman, DDS, is currently an instructor, Department of Prosthodontics and Occlusion, and Assistant to the Director of the Learning Disability Program at NYU College of Dentistry. Address: Dr. Stanley Antonoff. DDS, Director, Learning Disabilities Program, New York University College of Dentistry, 421 First Ave., New York, NY 10010.

A survey seeking information about programs and services for learning disabled (LD) students was sent to 703 graduate and professional schools in the United States. Respondents (n = 223) indicated that only 24% had developed a written plan which described services to LD students—a minimal requirement for compliance under Sec. 504. Most frequently, respondents reported offering "support-type" services, although such services were available in only 46% of the responding institutions. Specific services, program accommodations, and other program features are discussed. In addition to the apparent noncompliance with Sec. 504, the implications of the results of this survey are discussed.

Journal of Learning Disabilities, Vol. 20, No. 3, 181-187 (1987)
DOI: 10.1177/002221948702000308


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