A thorough investigation of postsecondary programs for learning disabled (LD) students is not available in the professional literature. In previous studies the perspectives of college faculty and staff have been explored regarding services for LD students, but few have investigated the perspectives of the students themselves. Therefore, more information is needed about what postsecondary students consider helpful as they cope with college life. The purpose of this study was to investigate learning disabled students' perceptions of factors that enhance their "adjustment" on the postsecondary level. The study was designed to determine what types of academic and personal support services LD students consider helpful in making their adjustment to college life; what services they use most often; what impact the type of learning disability has on service preference; and what impact the type of institution (two- or four-year) has on service preference. / Ed. D.

The purpose of this project was to develop aids and strategies for identifying and assisting adult students with learning disabilities. Using the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV 1994). The project addresses specific descriptions for identifying traits, behaviors, and characteristics in the recognition of: dyslexia; color blindness, tic disorders, Tourette's syndrome, scotopic sensitivity syndrome, behavior disorders, attention deficit disorder (ADD), attention deficit/hyperactivity disorder (ADHD), aphasic disorders, and autistic disorders.

The purpose of this project was to develop aids and strategies for identifying and assisting adult students with learning disabilities. Using the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV 1994). The project addresses specific descriptions for identifying traits, behaviors, and characteristics in the recognition of: dyslexia; color blindness, tic disorders, Tourette's syndrome, scotopic sensitivity syndrome, behavior disorders, attention deficit disorder (ADD), attention deficit/hyperactivity disorder (ADHD), aphasic disorders, and autistic disorders.

The purpose of this study was to investigate the relationship between consumer race and vocational rehabilitation acceptance, services, and reason for closure through the state/federal vocational rehabilitation system for in individuals with specific learning disabilities. The consumers who participated in the study were individuals who applied for services during the 2006 fiscal year with specific learning disabilities (SLD). The study included two different stratified samples of 400 African Americans with SLD and 400 European Americans with SLD. Several variables were held constant in this study. These variables included: (a) gender, (b) age at application, (c) level of education at application, (d) primary source of support at application, participation in special education (as evidenced by an individualized education program), and (e) presence of a significant disability. Related to acceptance, results from the logistic regression indicated that the presence of a significant disability was positively correlated with acceptance for services in both samples. That is individuals with a significant disability were more likely to be accepted for services than were individuals without a significant disability. There were no statistically significant differences found between African Americans with SLD and European Americans with SLD in Sample A. Conversely, statistically significant differences were found in Sample B. In Sample B African Americans with SLD were less likely than European Americans with SLD to be accepted for services. In addition, under the category of educational level at application, individuals with a special education certificate of completion/diploma in attendance were less likely to be accepted for services than other educational categories. Related to services, in Sample A, African Americans with SLD were less likely to receive college training than European Americans with SLD. In Sample B, African Americans with SLD were more likely to receive job readiness and transportation services. On-the-job training was provided more frequently for European Americans with SLD than African Americans with SLD. Related to reasons for closure, the chi-square was not significant in Sample A. However in Sample B statistically significant findings were revealed. African Americans with SLD were found more likely to be closed as 'unable to locate or contact' and 'failure to cooperate'. In addition, Sample African Americans with SLD were more likely to be closed 'other reasons'. By contrast, European Americans with SLD were found to be closed due to either refusal of services or further services and to achieve an employment outcome. Limitations of the study and implications for future research and practice were also discussed. / text