Brown, D. S.  (2000).  Learning a Living: A Guide to Planning Your Career and Finding a Job for People with Learning Disabilities, Attention Deficit Disorder, and Dyslexia.  Woodbine House Inc: Bethesda, MD. 

Abstract: This document is a guide to career planning and finding a job for high school and college students and graduates with learning disabilities, attention deficit disorder, and dyslexia. The guide, which is written from the perspective of an individual with firsthand experience with a learning disability, explains how individuals can find the best possible job that emphasizes their strengths and minimizes the effects of their disability. The following topics are discussed in the guide's 15 chapters: career planning; handling high school; obtaining education for the world of work; using accommodations in education and training to improve learning; developing social skills; developing self-esteem and motivation; acquiring work experience and strategizing the job search; researching job opportunities; finding and filling job openings; handling job interviews; getting help with job searches from career counselors, vocational rehabilitation, and other sources of assistance; understanding the Americans with Disabilities Act; requesting accommodations on the job; achieving success on the job; and progressing from job hunt to career success. (Contains a 78-item annotated bibliography; postal and Internet addresses of 5 national organizations involved with learning disabilities, attention deficit disorder, and dyslexia; and a list of 101 chapter references.) (MN)

 Author(s): ElHessen, Sue
Title: A New Paradigm to Career Counseling: Self-Efficacy and Career Choice among Students with Physical Disabilities in Postsecondary Education.  Source: 2002.

Abstract: This study explored the role of self-efficacy and career decision making in students with physical disabilities engaged in the career planning process.

Author(s): Sanders, K., & DuBois, D. (1996). Individual and socio-environmental predictors of adjustment to college among students with disabilities. Journal of Postsecondary Education and Disability, 12, 28-43.

Abstract: A study investigated individual and socioenvironmental predictors of adjustment to college in 29 students with disabilities. Results indicate problem-solving skills, social support from campus organizations and parents, and satisfaction with services for  students with disabilities were each associated with higher reported levels of student adjustment. Implications for future research and efforts to facilitate student adaptation are discussed.

Author(s): Weiner, E., & Weiner, J. (1996). Concerns and needs of university students with  psychiatric disabilities. Journal of Postsecondary Education and Disability, 12(1), 2-9.

Abstract: A study using individual interviews with 24 university students with psychiatric disabilities identified five areas of concern: problems with focusing attention and organization, low self-esteem, problems with trust, stigma, and high stress levels.   Findings point to need for comprehensive services, including peer support group, one-to-one relationship with a counselor and academic advisor, career counseling, and academic accommodations.

 Author(s): Ramos, Manuel, Ed.; Vallandingham, Dick, Ed.
Corporate Author: National Academic Advising Association, Manhattan, KS. Title: Advising Students with Disabilities. Monograph Series. Source: 1997.

Abstract: This monograph addresses issues confronted by the college or university academic adviser working with students who have disabilities.
Availability: National Academic Advising Association, 2323 Anderson Ave., Suite 225, Manhattan, KS 66502-2912 (Order no. M05: $25 NACADA members; $30 non-members). Tel: 785-532-5717; Fax: 785-532-7732; e-mail: nacada@ksu.edu; Web site: http://www.nacada.ksu.edu.

 Author(s): Hartman-Hall, Heather M.; Haaga, David A. F.
Title: College Students' Willingness To Seek Help for Their Learning Disabilities. Source: Learning Disability Quarterly. v25 n4 p263-74 Fall 2002

Abstract: Eighty-six undergraduates with learning disabilities rated their willingness to seek help from academic services in response to vignettes and advertisements. Participants reported the most willingness to seek help after reading about a positive reaction from a professor. Students who felt more stigmatized were less likely to seek help.

 Author(s): Tutton, Robert J.
Title: A Qualitative Analysis of Disabilities Support Services in the Virginia Community College System: How Can We Better Serve Special Needs Students?  Source: 2001.
Note: D.A. Dissertation, George Mason University. Appended American Association of Community Colleges Research Brief not included in ERIC version.

Abstract: This dissertation provides a qualitative analysis of
support services for students with disabilities and offers
recommendations formulated to improve counseling services to future populations. Disability support services (DSS), as practiced bycounselors in the Virginia Community College System (VCCS), is examined as a model of support services available to students enrolling in postsecondary settings nationally.

 Author(s): Elliott, Stephen N.; DiPerna, James C.
Title: Assessing the Academic Competence of College Students: Validation of a Self-Report Measure of Skills and Enablers.
Source: Journal of Postsecondary Education and Disability. v15 n2 p87-100 Spr 2002

Abstract: Investigated the criterion-related validity of the Academic Competence Evaluation Scales-College (ACES-College), a self-report measure of academic competence. Using comparisons to grade point average and college admission test scores, found good evidence for
its validity and ability to differentiate college students
experiencing learning difficulties.

 Author(s): Costello, James J.; English, R. William
Title: The Psychosocial Development of College Students with and without Learning Disabilities.
Source: Journal of Postsecondary Education and Disability. v15 n1p16-27 Spr 2001

Abstract: Measured the psychosocial development of college students with and without learning disabilities using the Student
Developmental Task and Lifestyle Inventory. Found significant
differences between groups in terms of their academic autonomy and mature interpersonal relationships.

 Author(s): Zwart, Lavonne M.; Kallemeyn, Leanne M.
Title: Peer-Based Coaching for College Students with ADHD and Learning Disabilities.
Source: Journal of Postsecondary Education and Disability. v15 n1p1-15 Spr 2001

Abstract: Compared participants in a peer-based coaching program for students with attention deficit hyperactivity disorder (ADHD) and learning disabilities to non-participants. Found that peer-based support may be an effective means for enhancing general self-efficacy as well as some key areas of learning strategies and study skills for college students with ADHD and learning disabilities.

 Author(s): Shaw, Stan F.; Dukes, Lyman L.
Title: Program Standards for Disability Services in Higher Education. Source: Journal of Postsecondary Education and Disability. v14 n2 p81-90 Spr 2001

Abstract: Presents 27 Association on Higher Education and Disability (AHEAD) program standards across 9 categories. Discusses myths challenged by these standards and the implications of the standards for the future of disability services in postsecondary education.

 Author(s): Dukes, Lyman L., III
Title: The Process: Development of AHEAD Program Standards.Source: Journal of Postsecondary Education and Disability. v14 n2 p62-80 Spr 2001

Abstract: Developed a 62-item survey to identify those service
components that postsecondary disability practitioners consider essential for assurance of equal educational access for students with disabilities. Found that standards related to policies and procedures and to information dissemination were considered of high importance. Recommended these standards to the Association on Higher Education and Disability (AHEAD).

 Author(s): Hatzes, Nanette M.; Reiff, Henry B.; Bramel, Michael H.
Title: The Documentation Dilemma: Access and Accommodations for Postsecondary Students with Learning Disabilities.
Source: Assessment for Effective Intervention. v27 n3 p37-52 Spr 2002 Note: Special Issue: Issues in Postsecondary Assessment.

Abstract: A survey of 73 postsecondary disability service providers found most institutions have guidelines for documenting learning disabilities that were adapted from the Association on Higher Education and Disability. However, respondents indicated that documentation is most often rejected because it is not current and does not meet other institutional guidelines.

 Author(s): Goldstein, Terri; Chun, Margaret; Winkler, Michael
Sponsoring Agency: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Corporate Author: California State Univ., Northridge.
Title: Job Seeking Skills for People with Disabilities: A Guide to
Success. Student Handbook.  Source: 2001. 146p.

Abstract: This student handbook on job seeking skills was developed by a project to enhance career services for students with disabilities in higher education. The guide is intended to provide students with basic information on setting career goals and looking for work, including special considerations for job seekers with disabilities.
Availability: PEPNET Resource Center, 18111 Nordhoff St., Northridge, CA 91330-8267

 Author(s): Darby, Alexa; Gregg, Noel
Title: Equal Access for All: The Law Profession for Individuals with Learning Disabilities.
Source: Career Planning and Adult Development Journal. v18 n1 p80-89 Spr 2002
Note: Special Issue: Learning Disability and Career Development.

Abstract: Offers a case study with information for students with learning disabilities who want to become lawyers. Describes procedures for getting into law school and taking the bar exam.

 Author(s): Ofiesh, Nicole S.
Title: Using Processing Speed Tests To Predict the Benefit of
Extended Test Time for University Students with Learning Disabilities.
Source: Journal of Postsecondary Education and Disability. v14 n1 p39-56 Sum 2000

Abstract: Examined whether processing speed tests can predict the benefits of extended test time for college students with learning disabilities. Found that the Visual Matching and Cross Out tests from the Woodcock-Johnson Tests of Cognitive Ability-Revised were significantly correlated with the benefit of extended test time, while the Digit Symbol subtest from the Wechsler Adult Intelligence Scale-Revised was not.

               Author(s): Wilson, Kristi E.; Getzel, Elizabeth Evans
Title: Creating a Supportive Campus: The VCU Professional Development Academy.
Source: Journal for Vocational Special Needs Education. v23 n2 p12-18 Win 2001
Note: Special Issue: Students with Disabilities in Postsecondary Education.

Abstract: Virginia Commonwealth University's model for comprehensive disability services was developed following a survey of students and key informants on existing services and staff. It includes a professional development academy that provides first-line staff training, graduate teaching assistant training, instructional technology training, and a center for teaching excellence. 

               Author(s): Wasserstein, Jeanette; Wasserstein, Adella; Wolf, Lorraine E. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.
Title: Adults with Attention Deficit Hyperactivity Disorder (ADHD). ERIC Digest.  Source: 2001. 4p.

Abstract: This digest examines attention deficit hyperactivity
disorder (ADHD) in adults and symptoms of the disability and
adult problems associated with the condition. 
Availability: ERIC Clearinghouse on Disabilities and Gifted
Education, Council for Exceptional Children, 1110 North Glebe Rd., Arlington, VA 22201-5709. Tel: 800-328-0272 (Toll Free); Fax:  703-620-2521; e-mail: ericec@cec.sped.org. For full text:  http://www.ericec.org.

               Author(s): Jones, Dottie, Ed.
Sponsoring Agency: Department of Education, Washington, DC. Corporate Author: American Council on Education, Washington, DC. HEATH Resource Center.
Title: HEATH National Resource Directory on Postsecondary Education and Disability, 2001.  Source: 2001. 52p.

Abstract: Approximately 200 organizational resources concerned with postsecondary education and disability are listed and described in this directory. Resources are listed under six broad categories: (1) advocacy, access, and awareness; (2) community integration (in the arts, employment, independent living, recreation, and rehabilitation); (3) disability-specific organizations; (4) funding; (5) legal assistance; and (6) information on the Americans with
Disabilities Act. Each listing usually includes the following
information: name and address, phone numbers, e-mail address, Web site, and a one-paragraph description. A separate section lists toll-free telephone numbers for most of the organizations. (DB) Availability: American Council on Education, HEATH Resource Center, One Dupont Circle, NW, Suite 800, Washington, DC 20036-1193. Tel:
800-544-3284 (Toll Free); Tel: 202-939-9320; Fax: 202-833-5696; e-mail: HEATH@ace.nche.edu; Web site:
http://www.HEATH-Resource-Center.org.

               Author(s): Harris, Richard; Robertson, Jacqueline
Title: Successful Strategies for College-Bound Students with Learning Disabilities.
Source: Preventing School Failure. v45 n3 p125-31 Spr 2001
Note: Theme Articles: Featured Topic. Transition: Policy and Proven Practice for the New Millennium.

Abstract: Discussion of support services for college students with learning disabilities presents the nine-step process used at Ball State University (Indiana) to encourage students to identify themselves, meet eligibility guidelines, learn about services and accommodations provided by the university, talk to professors about needed accommodations, use tutorial and workshop services, and utilize academic advising services regularly.

               Sponsoring Agency: National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC.
Corporate Author: National Center for the Study of Postsecondary Educational Supports, Honolulu, HI.
National Center on Secondary Education and Transition, Minneapolis, MN. Title: Preparing Youth with Disabilities for Successful Participation in Postsecondary Education & Employment. National Capacity Building Institute Proceedings (Portland, Oregon, July 22-23, 2001). Source: 2001. 172p.

Abstract: This document contains materials from a seminar on
preparing youth with disabilities for postsecondary education and quality employment held at the National Capacity Building Institute in the summer of 2001.
Availability: National Center for the Study of Postsecondary
Educational Supports (NCSPES), University of Hawai'i at Manoa, 1776 University Ave. UA 4-6, Honolulu, HI 96822. Tel: 808-956-3975; Fax: 808-956-5713; Web site: http://www.rrtc.hawaii.edu.

               Sponsoring Agency: National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. Corporate Author: National Center for the Study of Postsecondary Educational Supports, Honolulu, HI.
Title: Postsecondary Education and Employment for Students with Disabilities: Focus Group Discussions on Supports and Barriers in Lifelong Learning.  Source: 2000. 30p.
Note: Sponsored by The Presidential Task Force on Employment of Adults with Disabilities, U.S. Department of Labor.

Abstract: A study investigated the experiences and perceptions of incoming, current, and former students with disabilities regarding access to and participation in postsecondary programs, educational supports available and effective for students with disabilities, and how well postsecondary experiences prepare students with disabilities
for employment. Ten focus groups of students with physical, sensory, cognitive, emotional, and learning disabilities participated in the study.
Availability: National Center for the Study of Postsecondary
Educational Supports (NCSPES), University of Hawai'i at Manoa, 1776 University Ave. UA 4-6, Honolulu, HI 96822. Tel: 808-956-3975; Web site: http://www.rrtc.hawaii.edu.

               Author(s): Hirsch, Glenn
Title: Helping College Students Succeed: A Model for Effective
Intervention.  Source: 2001. 235p.

Abstract: Student affairs professionals are increasingly called upon to help college students overcome academic difficulties in order to successfully earn their degrees. This book presents a comprehensive resource of theories and specific techniques that can be used to enhance college student success. Availability: Brunner-Routledge, a member of the Taylor & Francis Group, 7625 Empire Drive, Florence, KY 41042 ($26.95). Tel: 800-634-7064 (Toll Free).

               Author(s): Hall, Cathy W.; Spruill, Keely L.; Webster, Raymond E. Title: Motivational and Attitudinal Factors in College Students with and without Learning Disabilities.
Source: Learning Disability Quarterly. v25 n2 p79-86 Spr 2002

Abstract: A study examined emotional resiliency, stress level, locus of control, and achievement need in 17 college students with learning disabilities (LD) and 17 controls. Students with LD had higher resiliency scores and achievement need scores and reported fewer college stressors. No differences were found on the locus of control measure.

               Author(s): Downey, Doris M.; Snyder, Lynn E.
Title: College Students with LLD: The Phonological Core as Risk for Failure in Foreign Language Classes.
Source: Topics in Language Disorders. v21 n1 p82-92 Nov 2000 Note: Theme Issue: Assessment and Intervention with Adults with LLD: A Paradigm Shift.

Abstract: This article describes the characteristics of college
students with language learning disorders and other at-risk students who have difficulty learning a foreign language. Research which points to deficits in native language abilities and poor phonological processing skills as the cause of foreign-language learning problems is discussed.

               Author(s): Lapadat, Judith C.
Title: Implicit Theories and Stigmatizing Labels.
Source: Journal of College Reading and Learning. v29 n1 p73-81 Fall 1998
Note: See CS 756 306 for the case study. Journal availability:
College Reading and Learning Association, Rosalind Lee, Membership Coordinator, Kwantlen University College, 8771 Lansdowne Road, Richmond, BC, Canada V6X 3V8.

Abstract: Responds to a case study in this issue that discussed the differing academic achievement of two at-risk college students. Suggests the need to look beyond the disability labels applied to students.

               Author(s): Enright, Mary Schaefer; And Others
Title: Career and Career-Related Educational Concerns of College Students with Disabilities.
Source: Journal of Counseling & Development. v75 n2 p103-14 Nov-Dec 1996

Abstract: Provides career counselors with an overview of
career-related issues relevant to college students with disabilities. Topics include the impact of disability on career development and on postsecondary educational participation. Examines access and accommodation issues and argues for an expanded role for career counselors who work with disabled college students.

               Author(s): Higbee, Jeanne L.
Title: "Who Belongs?" versus "Who Gets to Stay?"
Source: Research and Teaching in Developmental Education. v12 n2 p81-86 Spr 1996

Abstract: Discusses the experiences of a student at a selective
admissions university with a moderately high IQ (119) but who also had a learning disability that impeded his academic success. Uses the case study to examine which students really belong at the university and which are allowed to stay there.

               Author(s): Reis, Sally M.; And Others Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. Corporate Author: National Research Center on the Gifted and Talented, Storrs, CT.
Title: Talents in Two Places: Case Studies of High Ability Students with Learning Disabilities Who Have Achieved. Research Monograph 95114.  Source: 1995. 156p.
Note: Executive Summary on p.vii-xx also published separately.

Abstract: Extensive interviews were conducted with 12 young adults with learning disabilities who were successful at the college level, as well as with their parents, along with a thorough review of available school records, in order to examine how well high-ability students with learning disabilities succeed in academic environments.
Availability: NRC/GT, University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269-2007.

               Author(s): Wallace, Teri, Ed.; Weatherman, Dick, Ed.
Sponsoring Agency: Administration on Developmental Disabilities (DHHS), Washington, DC.; National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. Corporate Author: Minnesota Univ., Minneapolis. Inst. on Community Integration. Source: Impact. v8 n2 Spr 1995 22p.

Abstract: This newsletter theme issue on distance education serving individuals with disabilities considers historical developments, technology, staff training strategies, and staff training materials. It is noted that improving access to training for staff members can improve the quality of services for individuals with disabilities.

               Author(s): Ruhl, Kathy L.; Suritsky, Sharon
Title: The Pause Procedure and/or an Outline: Effect on Immediate Free Recall and Lecture Notes Taken by College Students with Learning Disabilities.
Source: Learning Disability Quarterly. v18 n1 p2-11 Win 1995

Abstract: Effects of a pausing procedure and a lecture outline on the notetaking performance of 33 college students with learning disabilities were investigated. Results found the pause procedure most effective for enhancing immediate recall of lecture ideas and completeness of lecture notes.

               Author(s): Cisero, Cheryl A.; And Others Title: Using the Computer-Based Academic Assessment System (CASS) To Identify Reading Disability in College Students: A Replication. Source: 1996. 26p. Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).

Abstract: This research investigates whether the Computer-Based Academic Assessment System (CAAS), a battery of tests examining speed and accuracy at performing component reading skills, would be useful for identifying reading disability in college students. One important question was whether CAAS could distinguish reading disability from non-disability or learning disabilities of other types.  

               Author(s): Minskoff, Esther; Allsopp, David; Minskoff, J. Gerald Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC. Corporate Author: James Madison Univ., Harrisonburg, VA.
Title: A Systematic Model for Curriculum-Based Assessment &
Intervention for Postsecondary Students with Mild Disabilities,
January 1, 1998 to December 31, 2000. Final Report.  Source: 2001.

Abstract: This final report describes a project to develop,
implement, evaluate, and disseminate a framework, the James Madison University (JMU) Active Learner Approach, for course-specific strategy assessment and tutorial instruction for 46 college students with learning disabilities or attention deficit hyperactivity disorder.