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Assistive Technology for Postsecondary Students with Learning Disabilities: From Research to Practice

Eleanor L. Higgins and Jennifer C. Zvi
Annals of Dyslexia
Vol. 45 (1995), pp. 123-142
Published by: Springer
Stable URL: http://www.jstor.org/stable/23768180
Page Count: 20
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Assistive Technology for Postsecondary Students with Learning Disabilities: From Research to Practice
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Abstract

The article reports on a support services program for postsecondary students with learning disabilities that was found to be particularly conducive to the conversion of research findings into practical applications in such a way that it measurably enhanced students' immediate and long-term academic performance. The results of both clinical and controlled research on persons with learning disabilities were applied to: (1) the prescription of services and compensatory strategies, including assistive technology, in relation to the diagnosis of specific disabilities; and (2) the preparation of a written composition curriculum for persons with learning disabilities which emphasizes the use of assistive computer technology. The paper concludes with an identification of those elements in the setting that appeared to promote the collaboration of both researchers and practitioners. These included: (1) location of the research staff both geographically and administratively within the service delivery unit; and (2) specific opportunities to accomplish joint goals that required intense communication and interaction.

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