Abstract:
: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.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Madaus JWdoi
10.1177/0022219407313805subject
Has Abstractpub_date
2008-07-01 00:00:00pages
291-9issue
4eissn
0022-2194issn
1538-4780pii
41/4/291journal_volume
41pub_type
杂志文章abstract::The aim of this study was to analyze whether children with and without difficulties in handwriting, spelling, or both differed in alphabet writing when using a keyboard. The total sample consisted of 1,333 children from Grades 1 through 3. Scores on the spelling and handwriting factors from the Early Grade Writing Ass...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219416633865
更新日期:2017-09-01 00:00:00
abstract::In part because learning strategies are often taught in isolated resource settings outside of the contexts in which students with learning disabilities are expected to apply this knowledge, generalization has been a significant challenge to educators. To address this problem, an instructional model is proposed for int...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949302600602
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
pub_type: 杂志文章
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abstract::Considerable discussion has occurred about the most appropriate methods for diagnosing learning disabilities (LD) in postsecondary students. Two of the many areas of controversy that have emerged include the appropriate diagnostic criteria to use and the appropriate referent group. A review of previous court cases dem...
journal_title:Journal of learning disabilities
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更新日期:2005-01-01 00:00:00
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
pub_type: 临床试验,杂志文章
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abstract::Achievement and cognitive tests are used extensively in the diagnosis and educational placement of children with reading disabilities (RD). Moreover, research on scholastic interventions often requires repeat testing and information on practice effects. Little is known, however, about the test-retest and other psychom...
journal_title:Journal of learning disabilities
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doi:10.1177/00222194020350060401
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abstract::Within a large (N = 182) heterogeneous sample of clinic-referred children with DSM-III-diagnosed attention deficit disorder (ADD), three behavioral subgroups were identified via cluster analysis of teacher ratings: 40% of the children had ADD with hyperactivity (ADDH), 30% had ADD with hyperactivity and aggressivity (...
journal_title:Journal of learning disabilities
pub_type: 临床试验,杂志文章
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journal_title:Journal of learning disabilities
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doi:10.1177/002221949102400907
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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doi:10.1177/002221949903200108
更新日期:1999-01-01 00:00:00
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journal_title:Journal of learning disabilities
pub_type: 杂志文章
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journal_title:Journal of learning disabilities
pub_type: 临床试验,杂志文章,随机对照试验
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
pub_type: 杂志文章
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更新日期:1996-03-01 00:00:00
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
doi:10.1177/002221949502800506
更新日期:1995-05-01 00:00:00
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journal_title:Journal of learning disabilities
pub_type: 杂志文章
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更新日期:2002-01-01 00:00:00
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journal_title:Journal of learning disabilities
pub_type: 杂志文章,随机对照试验
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更新日期:2014-09-01 00:00:00
abstract::Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom inst...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,随机对照试验
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journal_title:Journal of learning disabilities
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