Postsecondary Education and Transition for Students with Learning Disabilities. Second Edition.

By L. Brinckerhoff, J. Mcguire, S. Shaw. 2002

174 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a94c177246c791c4275c296801433d3b2e000467

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. S. Shaw
2. Joseph W. Madaus
3. Wanda M. Hadley
4. D. Parker
5. K. Boutelle

Citations in the corpus

• Executive Function Coaching for College Students with Learning Disabilities and ADHD: A New Approach for Fostering Self–Determination (2009, background): “Together, students with LD and/or ADHD appear to constitute well over half the population of postsecondary students with disabilities (Brinckerhoff et al., 2002).”
• Self-Determination (2003, unknown): “Collaboration with personnel from the faculty resource lab, the learning center, and undergraduate and aca- demic affairs deans should become a priority (Brinckerhoff et al., 2002).”
• Addressing the Persistence and Retention of Students with Disabilities in Higher Education: Incorporating Key Strategies and Supports on Campus (2008, background): “Helping to create instructionally accessible environments is critical and is a growing theme of professional development activities on college campuses across the country (Brinckerhoff et al., 2002; Getzel & Finn, 2005; Scott & Gregg, 2000; Wilson & Getzel, 2001).”
• College Students with Disabilities: A Student Development Perspective. (2011, background): “…in Wiley Online Library (wileyonlinelibrary.com) • DOI:10.1002/he.436 students with disabilities from a pattern of more passive dependent behavior to a more active and responsible role (Brinckerhoff, McGuire, and Shaw 2002; Hadley 2009; Hadley, Twale, and Evans 2003; Milsom and Hartley 2005).”
• Navigating the College Transition Maze: A Guide for Students with Learning Disabilities (2005, background): “Although the exact nature of these programs differs from college to college, they may include varying levels of individualized contacts for students, such as work in learning skills and strategies, instruction in writing strategies, or individualized tutoring (Brinckerhoff et al., 2002).”
• Universal Design for Instruction (2003, unknown): “Brinckerhoff et al. (2002) recommended a new paradigm in which “the goal should center upon serving students with disabilities in universally accessible learning environments.”
• The Impact of the IDEA 2004 on Transition to College for Students with Learning Disabilities (2006, background): “The timing of these determinations has tremendous long-term implications for both access to and success in college (Brinckerhoff et al., 2002).”