The book is a collection of essays written by professors and learning specialists (educational support personnel) at Beacon College, which is an accredited four-year institution for students with learning disabilities, ADHD, and other learning differences.

Teaching Students with Learning Disabilities at Beacon College is a collection of essays written by professors and learning specialists (educational support personnel) at Beacon College, an accredited four-year institution for students with learning disabilities, ADHD, and other learning differences. The purpose of this book is to help fill the massive gap in the literature on teaching students with learning disabilities at the college level. The attrition rate of students with learning disabilities at traditional colleges and universities is very high. With a 70% four-year graduation rate, Beacon College is well-positioned to be an instructional model for other institutions. The essays discuss institutional practices, alternative teaching strategies, and personal instructor experiences.

Autorentext

William Nesbitt is Professor of English and Chair of Humanities and General Education at Beacon College. He earned his Ph.D. from Florida State University. His work has been published in Beat Drama: Playwrights and Performances of the Howl Generation, Beatdom, Route 7 Review, Popular Culture Review, Kudzu House Quarterly, the Southeast Review, and the Journal of Evolutionary Psychology.

Klappentext

Teaching Students with Learning Disabilities at Beacon College is a collection of essays written by professors and learning specialists (educational support personnel) at Beacon College, an accredited four-year institution for students with learning disabilities, ADHD, and other learning differences. The purpose of this book is to help fill the massive gap in the literature on teaching students with learning disabilities at the college level. The attrition rate of students with learning disabilities at traditional colleges and universities is very high. With a 70% four-year graduation rate, Beacon College is well-positioned to be an instructional model for other institutions. The essays discuss institutional practices, alternative teaching strategies, and personal instructor experiences.

Inhalt

List of Illustrations - Preface - Acknowledgments - Part One: The Institution - Dr. George J. Hagerty: The Ethical and Programmatic Imperatives for Serving College Students Who Learn Differently - Dr. Shelly Chandler: Improving College Graduation Rates for Students Who Learn Differently - Dr. Oksana Hagerty: Scaffolding as a Model for Academic Assistance - Dr. Linda S. Lucas/Dr. A. J. Marsden/Dr. Nicki Nance/Dr. Richard V. Perrone: Making the Exception for Exceptional Students - Michele Patestides: Academic Mentoring for Students with Learning Differences: The Cornerstone for Academic Postsecondary Success - Part Two: Innovative Practices - Dr. Terri S. Ross: Learning with Hearts and Hands and Voices: Bringing Navajo Wisdom to the College Classroom for Students with Learning Disabilities - Simon Vaz: Teaching Students with Learning Disabilities - Sarita Cupp: Using the Aleks Program in Mathematics Instruction for Students with Learning Disabilities - Part Three: The Writing Classroom - Dr. William Nesbitt/Dr. Caroline Le: Supporting Students with Learning Disabilities in the Writing Classroom - Dr. William Nesbitt: Beginning at the Beginning: The Practical Uses of Creative Writing - Part Four: Being Teachers - Dr. Caroline Le - The First Year - Dr. Caroline Le: Cultural Expectations and Best Practices for Students with Learning Disabilities - Notes on Contributors - Index