Employment self-disclosure rates and rationales of university graduates with learning disabilities.


:Five hundred graduates with learning disabilities (LD) from three universities in the United States completed a survey related to their postschool employment outcomes and experiences. The present study presents data related to their decisions regarding LD disclosure in employment settings. Although 73% of the respondents reported that the LD affected their job in some way, only 55% reported self-disclosing, and only 12% reported requesting accommodations. Specific reasons for each of these decisions are presented, as are areas in which LD affect work, strategies for dealing with LD in the workplace, and perceptions of the Americans with Disabilities Act. Implications for secondary and postsecondary programs are discussed.


J Learn Disabil


Madaus JW




Has Abstract


2008-07-01 00:00:00














  • Students with learning disabilities in the university environment: a study of faculty and student perceptions.

    abstract::This study examines faculty and student perceptions regarding university students with learning disabilities, sensitivity to such students' special needs, accommodations, and the perceived impact of a learning disability. Results reveal a general sensitivity to the special needs of students with learning disabilities;...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Houck CK,Asselin SB,Troutman GC,Arrington JM

    更新日期:1992-12-01 00:00:00

  • Maintaining the relationship between science and special education.

    abstract::Science has been an important partner of the field of learning disabilities since its inception. Special educators have used science to confirm or reject approaches to identifying and teaching students with disabilities. Current research and practice is using science to find better approaches to preventing learning di...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Chard DJ

    更新日期:2004-05-01 00:00:00

  • Cognitive arithmetic and problem solving: a comparison of children with specific and general mathematics difficulties.

    abstract::This study examined problem-solving and number-fact skills in two subgroups of third-grade children with mathematics difficulties (MD): MD-specific (n = 12) and MD-general (n = 12). The MD-specific group had difficulties in mathematics but not in reading, and the MD-general group had difficulties in reading as well as...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Jordan NC,Montani TO

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  • Using technology to enhance the writing processes of students with learning disabilities.

    abstract::This article reviews the ways that computers can support writing by students with learning disabilities, with an emphasis applications that go beyond word processing. Following an overview of research on word processing is a discussion of software assists with the basic processes of transcription and sentence generati...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,评审


    authors: MacArthur CA

    更新日期:1996-07-01 00:00:00

  • Teaching adolescents with learning disabilities to generate and use task-specific strategies.

    abstract::The effects of an intervention designed to enhance students' roles as control agents for strategic functioning were investigated. The goal was to increase the ability of students labeled learning disabled to generate new strategies or adapt existing task-specific strategies for meeting varying demands of the regular c...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Ellis ES,Deshler DD,Schumaker JB

    更新日期:1989-02-01 00:00:00

  • When Average Is Not Good Enough: Students With Learning Disabilities at Selective, Private Colleges.

    abstract::Adolescents with learning disabilities disproportionately come from lower socioeconomic status backgrounds, show normative deficits in academic skills, and attend 2-year, public colleges instead of 4-year institutions. However, students with learning disabilities are well represented at the United States' most expensi...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Weis R,Erickson CP,Till CH

    更新日期:2017-11-01 00:00:00

  • The term comorbidity is of questionable value in reference to developmental disorders: data and theory.

    abstract::Over the last decade, there has been an enormous increase in the number of studies evaluating the overlap of developmental syndromes or disorders in both children and adults. This overlap of symptoms is often referred to as comorbidity, a term we criticize in this article because of its unsubstantiated presumption of ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Kaplan BJ,Dewey DM,Crawford SG,Wilson BN

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  • Genetic influences on specific versus nonspecific language impairment in 4-year-old twins.

    abstract::The present study addresses the distinction between specific (SLI) and nonspecific (NLI) language impairment at an etiological level by estimating the relative genetic and environmental contributions to language impairment in children with SLI and NLI. Drawing on a large longitudinal twin study, we tested a sample of ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Hayiou-Thomas ME,Oliver B,Plomin R

    更新日期:2005-05-01 00:00:00

  • An eye-movement analysis of the effects of scotopic sensitivity correction on parsing and comprehension.

    abstract::Does scotopic sensitivity correction enhance parsing and, thus, comprehension? Twenty-two readers with scotopic sensitivity (mean age = 20.3 yrs.; 40.9% male) parsed sentences under scotopic correction and control conditions. Measures included eye-movement indices of parsing and comprehension questions. Although eye m...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Fletcher J,Martinez G

    更新日期:1994-01-01 00:00:00

  • Alternative models of learning disabilities identification: considerations and initial conclusions.

    abstract::The final session of the National Research Center on Learning Disabilities (NRCLD) Responsiveness-to-Intervention (RTI) Symposium, "What are alternative models to LD identification other than RTI?" included four papers that discussed concerns over the exclusive reliance on an RTI approach to learning disability identi...

    journal_title:Journal of learning disabilities



    authors: Johnson E,Mellard DF,Byrd SE

    更新日期:2005-11-01 00:00:00

  • A comparison of multiple methods for the identification of children with reading disabilities.

    abstract::There has been considerable discussion of the methods used for the identification of children with reading disabilities. This study examined three different methods that could be used in the identification of children with reading disabilities and their consistency with teacher ratings of behaviors believed to be asso...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Sofie CA,Riccio CA

    更新日期:2002-05-01 00:00:00

  • The Effects of a Tier 3 Intervention on the Mathematics Performance of Second Grade Students With Severe Mathematics Difficulties.

    abstract::The purpose of this study was to determine the effectiveness of a systematic, explicit, intensive Tier 3 (tertiary) intervention on the mathematics performance of students in second grade with severe mathematics difficulties. A multiple-baseline design across groups of participants showed improved mathematics performa...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Bryant BR,Bryant DP,Porterfield J,Dennis MS,Falcomata T,Valentine C,Brewer C,Bell K

    更新日期:2016-03-01 00:00:00

  • Assessing component language deficits in the early detection of reading difficulty risk.

    abstract::This article focuses on some of the linguistic components that underlie letter-sound decoding skills and reading comprehension: specifically phonology, morphology, and syntax. Many children who have reading difficulties had language deficits that were detectable before they began reading. Early identification of langu...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: van der Lely HK,Marshall CR

    更新日期:2010-07-01 00:00:00

  • A Synthesis of Peer-Mediated Academic Interventions for Secondary Struggling Learners.

    abstract::A synthesis of the extant research on peer-mediated reading and math interventions for students in regular or alternative education settings with academic difficulties and disabilities in Grades 6 to 12 (ages 11-18) is presented. Interventions conducted between 2001 and 2012 targeting reading and math were included if...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,评审


    authors: Wexler J,Reed DK,Pyle N,Mitchell M,Barton EE

    更新日期:2015-09-01 00:00:00

  • Toward a Graded Psycholexical Space Mapping Model: Sublexical and Lexical Representations in Chinese Character Reading Development.

    abstract::Following a review of contemporary models of word-level processing for reading and their limitations, we propose a new hypothetical model of Chinese character reading, namely, the graded lexical space mapping model that characterizes how sublexical radicals and lexical information are involved in Chinese character rea...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Tong X,McBride C

    更新日期:2018-09-01 00:00:00

  • Achieving meaningful mathematics literacy for students with learning disabilities. Cognition and Technology Group at Vanderbilt.

    abstract::In this article we consider issues relevant to the future of mathematics instruction and achievement for students with learning disabilities. The starting point for envisioning the future is the changing standards for mathematics learning and basic mathematical literacy. We argue that the shift from behaviorist learni...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,评审


    authors: Goldman SR,Hasselbring TS

    更新日期:1997-03-01 00:00:00

  • Executive functions in elementary school children with and without problems in written expression.

    abstract::This study examined the executive functioning of 55 elementary school children with and without problems in written expression. Two groups reflecting children with and without significant writing problems were defined by an average primary trait rating across two separate narratives. The groups did not differ in terms...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Hooper SR,Swartz CW,Wakely MB,de Kruif RE,Montgomery JW

    更新日期:2002-01-01 00:00:00

  • Outpatient treatment of dyslexia through stimulation of the cerebral hemispheres.

    abstract::Although a number of experimental investigations into the effects of hemisphere stimulation on the reading performance of individuals with dyslexia are currently available, only a few studies have addressed the effects of treatment in the setting of an outpatient clinic. The present study reports on the reading result...

    journal_title:Journal of learning disabilities

    pub_type: 临床试验,杂志文章


    authors: Kappers EJ

    更新日期:1997-01-01 00:00:00

  • Timed essay writing: implications for high-stakes tests.

    abstract::The majority of high-stakes tests from elementary school through postsecondary education include the timed impromptu essay as a measure of writing performance. For adolescents with writing disorders, this type of evaluation often presents a significant barrier. The purpose of the current study was twofold. First, we i...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Gregg N,Coleman C,Davis M,Chalk JC

    更新日期:2007-07-01 00:00:00

  • Do students with and without lexical retrieval weaknesses respond differently to instruction?

    abstract::Deficits in phonological processing are theorized to be responsible for at least some reading disabilities. A considerable amount of research demonstrates that many students can be taught one of these phonological processes-phonemic awareness. However, not all students have responded favorably to this instruction. Res...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Allor JH,Fuchs D,Mathes PG

    更新日期:2001-05-01 00:00:00

  • An item response theory analysis of the Conners Teacher's Rating Scale.

    abstract::We used an item response theory (IRT) measurement model to examine the 28-item Conners Teacher's Rating Scale (CTRS) for the diagnosis of attention-deficit/hyperactivity disorder (ADHD). Using an Israeli sample of 453 pairs of respondents (parents and teachers), we broke down our sample into nonclinical (n = 306) and ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Gumpel T,Wilson M,Shalev R

    更新日期:1998-11-01 00:00:00

  • The effects of educational placement and grade level on the self-perceptions of low achievers and students with learning disabilities.

    abstract::Previous studies have yielded mixed findings as to the effect of learning disabilities (LD) on self-perception. We proposed that perceived competence in children who experience learning difficulties is affected both by age trends in self-appraisal processes and by the degree to which students' salient reference group ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Butler R,Marinov-Glassman D

    更新日期:1994-05-01 00:00:00

  • Sustained and selective attention in children with learning disabilities.

    abstract::Sustained and selective attention of 30 fourth-, fifth-, and sixth-grade students with learning disabilities (LD) and 20 controls were compared. A continuous performance test (CPT) yielded no differences for students with LD and controls, suggesting similar ability for both groups in sustaining attention and inhibitin...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Richards GP,Samuels SJ,Turnure JE,Ysseldyke JE

    更新日期:1990-02-01 00:00:00

  • Federal law and the accommodation of students with LD: the lawyers' look at the BU decision.

    abstract::This article explores the genesis and development of the Guckenberger v. Boston University case, detailing the pertinent facts and issues of the case and analyzing the court's decision. The overall question posed by the case (as considered from the perspective of the plaintiffs' attorneys) was whether Boston Universit...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Wolinsky S,Whelan A

    更新日期:1999-07-01 00:00:00

  • Transition in an era of reform.

    abstract::Transition services for students with learning disabilities have not always been a priority in public schools. Although school personnel have long acknowledged the transition needs of students considered to have more severe disabilities, such as mental retardation, physical problems, and emotional disturbance, they do...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Bassett DS,Smith TE

    更新日期:1996-03-01 00:00:00

  • Characteristics of children referred for evaluation of school difficulties who have adequate academic achievement scores.

    abstract::Forty children (7 to 11 years old) referred for evaluation of learning problems, who had scores within the normal range on standardized measures of academic achievement, were compared to 81 similarly referred children who had scored low (< 90) on at least one measure of academic achievement. We tested the hypothesis t...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Morgan AE,Singer-Harris N,Bernstein JH,Waber DP

    更新日期:2000-09-01 00:00:00

  • Fable comprehension by children with learning disabilities.

    abstract::Seven fables were read to 14 average learners and 14 children with learning disabilities, all of whom ranged in age from 10 to 13 years. They were presented with four possible moral choices: one correct, one related, and two incorrect. They were instructed to select the correct moral choice and were asked to explain t...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Abrahamsen EP,Sprouse PT

    更新日期:1995-05-01 00:00:00

  • Temporal resolution of auditory perception in relation to perception, memory, and language skills in typical children.

    abstract::This study examined temporal resolution of auditory perception (TRAP) in relation to speech perception and phonological working memory in one experiment and in relation to measures of rapid naming, understanding of grammatical contrasts, and phonological awareness in a second experiment. In the TRAP test, 6- to 9-year...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Norrelgen F,Lacerda F,Forssberg H

    更新日期:2001-07-01 00:00:00

  • Role of cognitive theory in the study of learning disability in mathematics.

    abstract::Gersten, Jordan, and Flojo (in this issue) provide the beginnings of an essential bridge between basic research on mathematical disabilities (MD) in young children and the application of this research for the early identification and remediation of these forms of learning disability. As they acknowledge, the field of ...

    journal_title:Journal of learning disabilities

    pub_type: 评论,杂志文章


    authors: Geary DC

    更新日期:2005-07-01 00:00:00

  • Why elementary teachers might be inadequately prepared to teach reading.

    abstract::Several national reports have suggested the usefulness of systematic, explicit, synthetic phonics instruction based on English word structure along with wide reading of quality literature for supporting development in early reading instruction. Other studies have indicated, however, that many in-service teachers are n...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Joshi RM,Binks E,Hougen M,Dahlgren ME,Ocker-Dean E,Smith DL

    更新日期:2009-09-01 00:00:00