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(1)

Landmark College: Serving Students

with Learning Disabilities and

Attention Deficit Disorders

Steve Fadden, Ph.D. Director of Research

(2)

Landmark College

• Putney, Vermont

• Liberal arts institution

• Serve only students with learning

disabilities/attention deficit disorders (“LD”)

• Associate of Arts degrees

– General Studies – Liberal Arts

– Business Studies

(3)

Program Characteristics

• Faculty members understand LD

• Comprehensive approach to education

– Universal design and strategic learning – Technology-enabled

– Classroom instruction, one-on-one advising – Systems extend beyond classroom

– Promote self-understanding, self-advocacy, and lifelong learning skills

(4)

Diagnostic Profiles

0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

Fall 2005 (N=167) Fall 2006 (N=161) Fall 2007 (N=174) ADHD only LD only

(5)

Student Population

• About equal distributions of ADHD-only,

LD-only, and combined ADHD/LD

• Mostly male (typically 70%-75%)

– 30% female in 2007

• About half (58%) arrive from high-school,

while the remainder transfer from colleges

(6)

Ethnicity of 2007 Student Body

(N=479)

International (3.5%)

Latino/ Hispanic Origin (3.5%) Native American

(0.6%) Biracial/ Multiracial (2.3%) Unknown/ Other

(19%)

African American/ Black (4%)

Asian American (2.1%)

Caucasian/ White (64%)

(7)

Overall Graduation Rates

(N=1,232)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

FA98 SP99 FA99 SP00 FA00 SP01 FA01 SP02 FA02 SP03 FA03 SP04 FA04

Non-returners Graduates

(8)

Success After Landmark

• National Student Clearinghouse

– StudentTracker

– DegreeVerify

• Data are incomplete

– Not all colleges participate (52% of colleges to which Landmark students transfer)

– Colleges may not submit complete information

(9)

Success After Landmark

(1997-2004)

• Graduate data

– 464 students total

– 76% transferred to 195 colleges and

universities

• 91% of our graduates transferred to 4-year institutions

• 9% of our graduates transferred to 2-year institutions

• Non-returner data

– 1,363 students total

– 66% transferred to 523 colleges and

universities

• 58% transferred to 4-year institutions

• 42% transferred to 2-year institutions

(10)

Initiatives to Support Students with

LD in STEM

• NSF RDE project: Universal Design in College Algebra: Customizing Learning Resources for Two Year Students with LD

– 18-month project to evaluate, redesign, and assess effectiveness of algebra resources in two-year

colleges

• NSF BPC subaward: STARS Alliance

– Lead by University of North Carolina, Charlotte – 3-year initiative to implement, disseminate, and

institutionalize effective practices for recruiting, bridging, and graduating students from

(11)

Initiatives to Support Students with

LD in STEM

• Eastern Alliance in STEM (EAST) seed grants

– NSF HRD-funded alliance

– Develop lab to evaluate accessibility and usability issues faced by students with LD

• Department of Education project: A

Needs-Based Best Practices Professional Development Program for Teaching Students with LD in the

Community College Setting

– Demonstration Project to Ensure Students With Disabilities Receive a Quality Higher Education – 3-year project to develop and deliver online

professional development to community college personnel to support students with LD

(12)

STEM Participation at Landmark

• Students must complete first-year mathematics and science courses

• Math course enrollment (average per semester)

– 13% developmental – 22% first-year

– 2% second-year

• Science course enrollment (average per semester)

– 1% developmental – 13% first-year

(13)

STEM Degrees for Graduates

(N=145) Associates-STEM Bachelors-STEM Masters-STEM Non-STEM degrees 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Landmark Graduates

(14)

STEM Degrees for Non-Returners

(N=464) Associates-STEM Bachelors-STEM Masters-STEM Non-STEM degrees 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Non-Returners

(15)

Students with Disabilities in STEM

• “Students with disabilities are less likely than their peers without disabilities to complete a full secondary school academic curriculum, especially in math and science curriculum areas.”

– National Council of Disability’s 2003 position paper People with Disabilities and Postsecondary Education

[Retrieved September 15, 2007, from:

http://www.ncd.gov/newsroom/publications/2003/education.htm]

• Students with LD represent largest group of students with disabilities

– 41% report LD (compared to 21.8% Other, 19.3% Health-related, 13.3% Visual, 11.6% Hearing)

• American Association for the Advancement of Science’s 2002 publication, New career paths for students with disabilities:

(16)

Students with LD in STEM

• Additional information about college students with LD

– 46%-61% of postsecondary students with disabilities have LD

• Wolanin, T.R., & Steele, P.E. (2004). Higher education opportunities for students with disabilities: A primer for policymakers. Washington, DC: The Institute for Higher Education Policy

– With 40% of freshman citing LD, “learning disability was the fastest growing category of reported disability among students” (p.5)

• Henderson, C. (2001). College freshmen with disabilities: A biennial statistical profile. Washington, D.C.: American Council on Education

– Freshman with disabilities are more likely to enroll in 2-year colleges

• Henderson, C. (1999). Update on college freshmen with disabilities. Washington, D.C.: American Council on Education

(17)

Recommendations to Promote

STEM Success

1. Invest in programs focused on students

with LD in STEM

• Stimulate research on STEM education for students with LD

• Identify and validate effective practices

• Demonstrate approaches to engage and

retain students with LD

• Validate effectiveness of universally designed resources and approaches

(18)

Recommendations to Promote

STEM Success

2. Identify and validate barriers and effects

• Systematically identify barriers

• Address and remove barriers

• Validate effectiveness of common accommodations

• Address issues of co-occurring conditions (mood disorders, anxiety disorders, chronic health conditions)

(19)

Recommendations to Promote

STEM Success

3. Encourage partnerships along

education-to-career continuum

• Track outcomes for students with LD

• Identify events and resources that promote STEM pursuit

• Develop comprehensive, longitudinal, multidimensional dataset

• Bridge gaps between STEM personnel and

LD specialists

(20)

Recommendations to Promote

STEM Success

4. Address challenges for students who are

undiagnosed, unaware, reluctant

• Promote access to assessment resources

• Improve awareness of LD in students, faculty, and STEM community

(21)

Recommendations to Promote

STEM Success

5. Disseminate STEM success stories

• Promote successful STEM professionals

with LD

• Identify pathways to STEM success

• Publicize STEM resources and options for students with LD

References

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