Managing Transition and Student Support Services for Ethnically Diverse College Students with Learning Disabilities (original) (raw)
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16th International Conference on Autism, Intellectual Disability and Developmental Disabilities, 2015
Despite the fact that disability has been recognized as "a natural part of the human experience" (Developmental Disabilities Assistance and Bill of Rights Act of 2000) and that the Education for All Handicapped Children Act of 1975 and its later reauthorizations as the Individuals with Disabilities Education Act (IDEA) should have served as an unbiased manifesto to address all students' disabilities, a further reality is that students with disabilities who also have cultural and linguistic differences remain poorly served in today's schools. In fact, while years of litigation and legislation have created improvement for some students with disabilities, it appears that a historic segregation may remain for culturally and linguistically diverse students with disabilities. This paper will examine case law and law review journals regarding students with disabilities who also have cultural and linguistic differences and their contact with the evaluation and placement phases of the special education process.
2016
The aim of this study was to examine the experiences of international undergraduate students who are identified with learning disabilities and enrolled in universities in the United States. There is a dearth of studies investigating the unique needs and challenges of this population. This is the first study to explore the phenomenon of international undergraduate students with learning disabilities that identified the challenges related to supporting their unique needs. This study was conducted through the use of qualitative data collection and analysis methods that included in-depth interviews and review of documents. Study participants consisted of five professionals working in the disability support office, three advisors at the international education office, a psychologist, and three international undergraduate students with learning disabilities and/or attention deficit hyperactivity disorder. Nine main themes emerged including English proficiency, social challenges, factors impacting academic success, knowledge of available supports, providing accommodations and supports, disclosure, identification of learning disabilities, disability awareness, and self-advocacy. Findings suggested that international undergraduate students with learning disabilities face external and internal challenges to accessing supports and iv accommodations. External factors are related to institutional practices and regulations that govern how students receive supports. These factors are associated with issue pertaining to the professionals' challenge of distinguishing between language differences and learning disabilities as well as the eligibility determination process of learning disabilities. Internal factors are those related to the students' experience, knowledge and culture. These factors impact the students' decisions to disclose their disabilities and to self-advocate. It was found that English proficiency significantly impacts the academic success, disability identification, and types of accommodations offered by the disability support service offices Similarly, the cultural background of students has a significant impact on students' knowledge of available supports, challenges related to selfidentification, and self-advocacy skills.
The Journal of Postsecondary Education and Disability, 2013
The number of postsecondary education (PSE) programs for individuals with intellectual and developmental disabilities (IDD) has been steadily growing over the last few decades. There has been little public information regarding these programs and schools. Consequently, students, families, and researchers alike lack details about the various postsecondary options available to students with IDD. In response, the researchers developed a taxonomy to delineate the characteristics of PSE programs for individuals with IDD, laying the foundation for further study and development. The taxonomy was developed in two phases. Using a case study approach, a diverse range of 21 programs in 2and 4-year institutions of higher education were selected. Information was gathered from each program through interviews with disability service staff and program directors, and through a review of program documents. After creating an initial taxonomy from interview and document data, a validation phase was con...