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A 10-Year Follow-Up Survey of Programs and Services for Students with Learning Disabilities in Graduate and Professional Schools

Department of Educational Psychology at Miami University of Oxford, Ohio

Jennifer Coyne

Department of Educational Psychology at the University of Iowa at Iowa City

Allen W. Parks

Triage/Resource Center, Nashua Behavioral Health System, Nashua, New Hampshire

Stanley J. Antonoff

Division of Restorative and Prosthodontic Sciences and director of the Learning Disability program at New York University College of Dentistry

This 10-year follow-up study compares programs and services for students with learning disabilities (LD) in graduate and professional schools between 1985 and 1995. In 1995, surveys were sent to the same institutions (n = 682) as in the earlier survey, with a response rate of 30.6%. Significant changes over the 10 years include a higher level of awareness about LD and evidence of greater compliance with Section 504, a greater specificity of assessments required for the identification of students who receive services, improvements in the types and extent of services available, and increased program visibility. Despite these positive changes, 24% of the respondents indicated that they did not have a coordinator for LD at their institution, and 33% did not have a written plan for services. Eighteen institutions with programs or services for students with LD gave permission to publish their names. Implications and recommendations are discussed.

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