Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Helping young adults understand their learning disabilities

A J Roffman1, J E Herzog, P M Wershba-Gershon

  • 1Threshold Program, Lesley College in Cambridge, Massachusetts.

Journal of Learning Disabilities
|August 1, 1994
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

The impact of a transitional training program for young adults with learning disabilities.

Journal of learning disabilitiesยท1991
See all related articles

The Understanding Learning Disabilities (ULD) course effectively improved self-understanding and self-advocacy in young adults with learning disabilities (LD). Course performance also predicted future work adjustment.

Area of Science:

  • Psychology
  • Special Education

Background:

  • Young adults with learning disabilities (LD) often require targeted interventions to enhance self-understanding and self-advocacy.
  • Intellectual functioning in the low-average range presents unique challenges for individuals with LD.

Purpose of the Study:

  • To evaluate the effectiveness of an Understanding Learning Disabilities (ULD) course.
  • To assess the course's impact on self-understanding and self-advocacy skills in young adults with LD.
  • To determine if course performance predicts future work adjustment.

Main Methods:

  • A quasi-experimental design was employed with 19 first-year students with LD in the intervention group (ULD course) and 17 in a control group.
  • The ULD course provided 15 hours of training over one semester.

Related Experiment Videos

  • Pre- and postassessments utilized a paper-and-pencil questionnaire and a role-play interview.

    • Main Results:

    • The ULD course significantly enhanced students' knowledge of their learning disabilities.
    • Participants demonstrated improved ability to apply self-understanding in social contexts.
    • Posttest questionnaire performance effectively predicted work adjustment one year later.

    Conclusions:

    • The ULD course is effective in promoting self-understanding and self-advocacy skills in young adults with LD.
    • Knowledge gained and applied in the ULD course correlates with future vocational success.
    • IQ, academic achievement, and vocational functioning are significant correlates of ULD course performance.