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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
Meeting the evolving education needs of faculty in providing access for college students with LD
1Learning Disabilities Center, University of Georgia, Athens 30602, USA. sscott@arches.uga.edu
Abstract:
Faculty play an essential role in providing access for college students with LD. Though many recommendations exist in the literature for educating faculty about their roles regarding students with LD, it is unclear whether these strategies are actually addressing faculty needs. To examine this issue, the evolving role of faculty is discussed. Current practices in faculty education pertaining to college students with LD are reviewed. Discrepancies between the evolving faculty role and current faculty education practices are examined. Guiding questions are proposed for expanding faculty education efforts and models to keep pace with the evolving faculty role in providing access for college students with LD.
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