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The National Learning Disabilities Postsecondary Data BankAn OverviewSusan A. Vogel, PhD, is professor of special education in the Educational Psychology, Counseling, and Special Education Department at Northern Illinois University and is currently president of the International Academy for Research in Learning Disabilities. Her current interests include faculty attitude toward students with LD in higher education, higher education program development, policies and practices regarding students with LD, literacy proficiency, educational and employment attainment, and quality-of-life issues of adults with LD, with a special interest in gender differences. Address: Susan A. Vogel, Graham Hall 145, Educational Psychology, Counseling, and Special Education Dept., Northern Illinois University, De Kalb, IL 60115 (e-mail: svogel@niu.edu).
Faith Leonard, PhD, is the associate dean of academic support services at American University. She teaches in the School of Education and has research interests in learning disabilities.
William Scales, EdD, is the director of disability support service at the University of Maryland at College Park. Dr. Scales serves on the University of Maryland at College Park's President's Commission on Disability Issues and is also the official liaison for the university regarding ADA issues.
Peggy Hayeslip, MA, currently the learning disabilities coordinator at the University of Maryland—College Park. She provides academic support services as well as accommodations to students with learning disabilities and attention-deficit disorder. In addition, she presents locally and nationally on the issues of learning disabilities and college students.
Jane Hermansen, MA, recently retired from her professorship at Montgomery County Community College in Maryland and is now enjoying working in the private sector.
Linda Donnells, MA, is the dean of students at George Washington University. She consults on disability services and related compliance issues in higher education and independent schools. A survey was developed to assess support services, procedures, policies, the proportion of students with learning disabilities (LD), and the factors that affect differences in proportion in a nationally representative sample of postsecondary institutions (PSIs). The factors investigated included general characteristics about the PSI, such as size of the student body and type of PSI. The specific characteristics investigated in regard to LD were admissions procedures, year of initiation of LD support services, type and location of support services, eligibility criteria for services and accommodations, the number of students with LD, and demographic and diagnostic information available. In this article, descriptive data regarding the services, practices, policies, procedures, and proportions are provided. The findings indicated that the proportion of students with LD ranged from .5% to almost 10%. The factors that had a significant impact on the proportion of students with LD were size of the student body, the type of institution, the institution's Carnegie classification, and whether the institution offered graduate degree programs. These findings and their implications are discussed.
Journal of Learning Disabilities, Vol. 31, No. 3,
234-247 (1998) This article has been cited by other articles:
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