Learning Disabilities: A Multidisciplinary Journal
The role of disability documentation in establishing eligibility for disability status, student s... more The role of disability documentation in establishing eligibility for disability status, student support services, and accommodations in higher education has waxed and waned in the last two decades. At one time, referral for evaluation and the resulting disability documentation were essential prerequisites in establishing postsecondary accommodations. Appropriate documentation describing the disability resulted in legal protections (National Joint Committee on Learning Disabilities, 2007). Without this documentation, individuals were ineligible for a host of work-related and educational accommodations and support services. But now legal, research-based, and educational perspectives are informing a new approach to the use and importance of disability documentation. This article presents critical and differing perspectives which build on observed trends and practices in disability documentation requirements and accommodation decision-making.
Page 1. Here's what faces new secondary stu-dents in school: New responsibilities. Great... more Page 1. Here's what faces new secondary stu-dents in school: New responsibilities. Greater learning demands. More complex textbooks. Here's what their teachers are required to do: Provide instruction in complex con-tent areas. ...
Page 1. Here's what faces new secondary stu-dents in school: New responsibilities. Great... more Page 1. Here's what faces new secondary stu-dents in school: New responsibilities. Greater learning demands. More complex textbooks. Here's what their teachers are required to do: Provide instruction in complex con-tent areas. ...
Journal of Postsecondary Education and Disability, 2014
This study examined issues related to college adjustment and self-advocacy from the perspective o... more This study examined issues related to college adjustment and self-advocacy from the perspective of students diagnosed with a primarily inattentive presentation of Attention Deficit Hyperactive Disorder (ADHD) who were unable to meet minimum academic expectations in their first attempt at college. Data were gathered from 12 students with ADHD who, in spite of above average intelligence, had difficulties accessing appropriate sources of support and/ or meeting the demands of the traditional colleges/universities they attended prior to enrolling in a small, private college for students with specific learning disabilities and/or ADHD. During semi-structured interviews, students were asked to share their perceptions of (1) the impact of ADHD on their experiences interacting with others and advocating for themselves in educational, work, and social settings; (2) how other people in society view ADHD and methods the students had used to cope with this disorder; and (3) interventions that had helped or hindered their efforts to adjust to the demands of college and advocate for themselves effectively. Their comments suggested several areas of difficulty including shame, avoidance to cope with distress, lack of understanding regarding the impact of ADHD, and poor awareness of available support for related difficulties. Implications for service providers and faculty are discussed.
... Abstract: Unprecedented increases in the use of technologies throughout postsecondary educati... more ... Abstract: Unprecedented increases in the use of technologies throughout postsecondary education and the workplace are redefining traditional concepts of accessibility during testing for college students with learning disabilities. ...
... Abstract: The Individuals with Disabilities Education Improvement Act (IDEA 2004) requires th... more ... Abstract: The Individuals with Disabilities Education Improvement Act (IDEA 2004) requires that each local education agency provide a transition summary document, commonly called a Summary of Performance (SOP), to all special education students who are graduating with ...
Abstract: Disability documentation has been an ongoing challenge for Office for Students with Dis... more Abstract: Disability documentation has been an ongoing challenge for Office for Students with Disabilities personnel. Initial lack of consistency and inadequate documentation data resulted in the promulgation of detailed documentation guidelines in the 1990s. ...
Secondary students with high-incidence cognitive disabilities often struggle to meet the demands ... more Secondary students with high-incidence cognitive disabilities often struggle to meet the demands of the general education curriculum due to poor reading skills. to address this challenge, we examined the effects of a CD-ROM audio textbook, alone and combined with a complementary strategy (SLiCK), on the academic performance of secondary students in content-rich history classes. Students were assigned to one of three conditions: audio textbook combined with the SLiCK strategy, the audio textbook alone, or a control condition. Students in the groups using the audio text, both alone and with the strategy, performed significantly higher on content-area assessments than students in the control condition; however, there was no significant difference in scores between the group using the SLiCK strategy and the group using the audio text alone. Still, it is noteworthy that use of the audio text had a significant effect on secondary-level content acquisition. Outcomes are discussed, and impl...
Learning Disabilities: A Multidisciplinary Journal
The role of disability documentation in establishing eligibility for disability status, student s... more The role of disability documentation in establishing eligibility for disability status, student support services, and accommodations in higher education has waxed and waned in the last two decades. At one time, referral for evaluation and the resulting disability documentation were essential prerequisites in establishing postsecondary accommodations. Appropriate documentation describing the disability resulted in legal protections (National Joint Committee on Learning Disabilities, 2007). Without this documentation, individuals were ineligible for a host of work-related and educational accommodations and support services. But now legal, research-based, and educational perspectives are informing a new approach to the use and importance of disability documentation. This article presents critical and differing perspectives which build on observed trends and practices in disability documentation requirements and accommodation decision-making.
Page 1. Here's what faces new secondary stu-dents in school: New responsibilities. Great... more Page 1. Here's what faces new secondary stu-dents in school: New responsibilities. Greater learning demands. More complex textbooks. Here's what their teachers are required to do: Provide instruction in complex con-tent areas. ...
Page 1. Here's what faces new secondary stu-dents in school: New responsibilities. Great... more Page 1. Here's what faces new secondary stu-dents in school: New responsibilities. Greater learning demands. More complex textbooks. Here's what their teachers are required to do: Provide instruction in complex con-tent areas. ...
Journal of Postsecondary Education and Disability, 2014
This study examined issues related to college adjustment and self-advocacy from the perspective o... more This study examined issues related to college adjustment and self-advocacy from the perspective of students diagnosed with a primarily inattentive presentation of Attention Deficit Hyperactive Disorder (ADHD) who were unable to meet minimum academic expectations in their first attempt at college. Data were gathered from 12 students with ADHD who, in spite of above average intelligence, had difficulties accessing appropriate sources of support and/ or meeting the demands of the traditional colleges/universities they attended prior to enrolling in a small, private college for students with specific learning disabilities and/or ADHD. During semi-structured interviews, students were asked to share their perceptions of (1) the impact of ADHD on their experiences interacting with others and advocating for themselves in educational, work, and social settings; (2) how other people in society view ADHD and methods the students had used to cope with this disorder; and (3) interventions that had helped or hindered their efforts to adjust to the demands of college and advocate for themselves effectively. Their comments suggested several areas of difficulty including shame, avoidance to cope with distress, lack of understanding regarding the impact of ADHD, and poor awareness of available support for related difficulties. Implications for service providers and faculty are discussed.
... Abstract: Unprecedented increases in the use of technologies throughout postsecondary educati... more ... Abstract: Unprecedented increases in the use of technologies throughout postsecondary education and the workplace are redefining traditional concepts of accessibility during testing for college students with learning disabilities. ...
... Abstract: The Individuals with Disabilities Education Improvement Act (IDEA 2004) requires th... more ... Abstract: The Individuals with Disabilities Education Improvement Act (IDEA 2004) requires that each local education agency provide a transition summary document, commonly called a Summary of Performance (SOP), to all special education students who are graduating with ...
Abstract: Disability documentation has been an ongoing challenge for Office for Students with Dis... more Abstract: Disability documentation has been an ongoing challenge for Office for Students with Disabilities personnel. Initial lack of consistency and inadequate documentation data resulted in the promulgation of detailed documentation guidelines in the 1990s. ...
Secondary students with high-incidence cognitive disabilities often struggle to meet the demands ... more Secondary students with high-incidence cognitive disabilities often struggle to meet the demands of the general education curriculum due to poor reading skills. to address this challenge, we examined the effects of a CD-ROM audio textbook, alone and combined with a complementary strategy (SLiCK), on the academic performance of secondary students in content-rich history classes. Students were assigned to one of three conditions: audio textbook combined with the SLiCK strategy, the audio textbook alone, or a control condition. Students in the groups using the audio text, both alone and with the strategy, performed significantly higher on content-area assessments than students in the control condition; however, there was no significant difference in scores between the group using the SLiCK strategy and the group using the audio text alone. Still, it is noteworthy that use of the audio text had a significant effect on secondary-level content acquisition. Outcomes are discussed, and impl...
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Papers by Manju Banerjee