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An Investigation of Documentation Submitted by University Students to Verify Their Learning DisabilitiesJoan M. McGuire is the director of the University of Connecticut Program for College Students with Learning Disabilities and is an associate professor in the Educational Psychology Department at the University of Connecticut. Dr. McGuire also directs the Connecticut Postsecondary Disability Technical Assistance Center at the university and serves as the codirector of the Postsecondary Education Unit. Her research interests include postsecondary learning disability program development and evaluation, staff training, and strategies to promote independence among college students with learning disabilities.
Joseph W. Madaus, MA, is a doctoral candidate in special education at the University of Connecticut. He is the director of the Learning Resource Center at Mitchell College in Connecticut.
A. Vivienne Litt, MEd, is assistant to the director and a learning specialist in the University of Connecticut Program for College Students with Learning Disabilities. Her professional interests include all aspects of staff training and development and assisting students with learning disabilities to become independent, successful learners.
Michele O. Ramirez, PhD, is an assistant psychology professor at Pine Manor College in Massachusetts. She specializes in individual and cultural differences among learners. Address: Joan M. McGuire, University of Connecticut, School of Education, 249 Glenbrook Road, U-64, Storrs, CT 06269–2064. To become eligible for support services at the postsecondary level, students with learning disabilities (LD) must submit documentation to verify the existence of a specific LD. The documentation submitted over a 5-year period by 415 students to a large public research university that offers a comprehensive program for students with LD was examined. An analysis of the documentation indicates that serious problems exist in the type and quality of evaluation reports. Problems include flaws in the comprehensiveness of the assessments, and the use of questionable instruments for this population. Recommendations for establishing guidelines for acceptable documentation are offered.
Journal of Learning Disabilities, Vol. 29, No. 3,
297-304 (1996) This article has been cited by other articles:
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