"What Can I Do to Help?": Postsecondary Students with Learning Disabilities' Perceptions of Instructors' Classroom Accommodations

Autor/inn/en	Quinlan, Margaret M.; Bates, Benjamin R.; Angell, Maureen E.
Titel	"What Can I Do to Help?": Postsecondary Students with Learning Disabilities' Perceptions of Instructors' Classroom Accommodations
Quelle	In: Journal of Research in Special Educational Needs, 12 (2012) 4, S.224-233 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/j.1471-3802.2011.01225.x
Schlagwörter	Learning Disabilities; Semi Structured Interviews; Critical Theory; Qualitative Research; Teaching Methods; Academic Accommodations (Disabilities); College Students; Student Attitudes; Classification; Classroom Techniques; College Faculty; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Kritische Theorie; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Schülerverhalten; Classification system; Klassifikation; Klassifikationssystem; Klassenführung; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This qualitative research report adopts a critical pedagogy perspective to examine the provision of classroom accommodations for postsecondary students with learning disabilities. Although instructors in the United States are bound to abide by disability rights laws, we also believe instructors can act in ways that allow students to feel comfortable in disclosing their disabilities and in requesting and accessing accommodations for these disabilities. We engaged the voices of 10 university students living with learning disabilities through a series of semi-structured interviews. These students offered a variety of statements on the ways that their disabilities were accommodated or not by their instructors. We classified these perceptions into three kinds of accommodation perceived by university students with learning disabilities: non-accommodation, formal accommodation and accommodation for all students. We discuss the implications that these types of accommodations have for pedagogy and offer recommendations for effective techniques for accommodating for all. We hope the voices of these students will serve to enhance communication between students with learning disabilities and their professors. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10