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Technical Report Number 01: Barriers and Bridges to Learning as Perceived by Postsecondary Students with Learning Disabilities Download the full report in .PDF (will open a new window) Get Adobe Reader




Please cite as: Madaus, J.W., Scott, S. & McGuire, J. (2003). Barriers and bridges to learning as perceived by postsecondary students with learning disabilities (Tech. Rep. No. 01). Center on Postsecondary Education and Disability, University of Connecticut.

Abstract: Four focus groups were conducted with students with learning disabilities at three postsecondary institutions in the northeast. The objective of each focus group was to determine the students’ perceptions of what constitutes a positive college course, of instructional strategies and methods employed by professors that enhance student learning, and to determine the students’ perceptions of barriers to learning. Results indicated that students were positive about faculty who set clear expectations, were consistent, and treated learning as a process. Students reported profiting from a variety of specific instructional strategies. Inconsistency on the part of a professor was perceived as a barrier to learning. UDI Project Technical Report 01: Student Focus Groups

Technical Report Number 02: Addressing Student Diversity in the Classroom: The Approaches of Outstanding University Professors Download the full report in .PDFGet Adobe Reader

 

 

Please cite as: Madaus, J.W., Scott, S. & McGuire, J. (2003). Addressing student diversity in the classroom: The approaches of outstanding university professors (Tech. Rep. No. 02). Center on Postsecondary Education and Disability, University of Connecticut.

Abstract: Individual interviews were conducted with 18 faculty members at the University of Connecticut who are designated as University Teaching Fellows. This recognition is one of the highest honors conferred upon faculty at the University. Teaching Fellows were asked to describe what they enjoyed most about teaching, what type of professional development techniques are used to improve teaching, what motivates them to improve their instruction, and to discuss changes in the student population, particularly with respect to students with learning disabilities. Additionally, Teaching Fellows described effective teaching strategies employed in their classroom instruction.

Technical Report Number 03: Disability Service Providers' Perceptions about Implementing Universal Design for Instruction (UDI) on College Campuses Download the full report in .PDFGet Adobe Reader

 

 

Please cite as: Parker, D.R., Embry, P.B., Scott, S.S., & McGuire, J.M. (2003). Disability service providers' perceptions about implementing Universal Design for Instruction (UDI) on college campuses (Tech. Rep. No. 03). Center on Postsecondary Education and Disability, University of Connecticut.

Abstract: Two focus groups were conducted with 16 disability service providers from two-year and four-year, public and private postsecondary institutions. Service providers reported increasingly diverse student populations on their campuses and a broad range of concerns from faculty regarding the inclusion of students with learning disabilities (LD) or Attention-Deficit/Hyperactivity Disorder (ADHD) in higher education. When asked to share their perspectives on Universal Design for Instruction (UDI) as a proposed model for addressing these concerns, service providers noted strengths and weaknesses. Participants also described their role in promoting UDI on campus and identified resources and support they would need to carry out this role. UDI Project Technical Report 03: Service Provider Focus Groups