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Technological Preparedness for students with learning disabilities: implications for transition to College

Loring Brinckerhoff,

Director, Office of Disability Policy, Educational Testing Services, USA lbrinckerhoff@ets.org

Abstract

Effective transition planning should include a realistic discussion of a student's competencies and the skill requirements in the postsecondary arena. This presentation will discus the prerequisite skills needed in the postsecondary arena and the auxiliary aids and assistive devices that can help students be successful. One of the keys to success is matching the appropriate technology to the individual student. According to Bisagno and Haven (2002) a number of factors need to be considered: 1) the learner's type and severity of LD, 2) his or her strengths and weaknesses and preferred learning style, 3) the academic areas impacted by the LD, 4) the student's academic major, 5) the educational context or the learning environment and 6) the student's technology quotient, or ease and comfort with the technology. A timetable for the transition planning will be presented and specific points will be highlighted that relate directly to the transition planning process and the use of academic accommodations. Case studies of college students with learning disabilities will be used to illustrate how current assistive technologies can be customized to meet the individual needs of the student.

Disclaimer: all the abstracts presented here have satisfied the academic committee as appropriate for presentation at an international conference. However, the material reflects the views of the authors, not necessarily those of the academic committee or the BDA. No endorsement of any approach, product or service is intended or implied.

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