Learning disability grows up: rehabilitation issues for individuals with learning disabilities.
The field of learning disabilities (LD) is growing up. Although originally focused on students at the elementary level, adults with LD are now recognized as a unique and distinctive group, and not simply adult versions of childhood problems. The central issue with respect to programming is transit...
| Publicado en: | Journal of Rehabilitation Vol. 62; pp. 34 - 42 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
National Rehabilitation Association
January/March 1996
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=510389448&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510389448 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00224154 JRH jtl: Journal of Rehabilitation issn: 00224154 maglogo: N pubinfo: dt: January/March 1996 vid: 62 pid: 1371 pub: National Rehabilitation Association artinfo: ui: 510389448 ppf: 34 ppct: 8 formats: fmt: @attributes: type: T tig: atl: Learning disability grows up: rehabilitation issues for individuals with learning disabilities. aug: au: Kavale, Kenneth A. Forness, Steven R. su: People with learning disabilities Rehabilitation for people with intellectual disabilities Rehabilitation of people with disabilities United States sug: subj: United States People with learning disabilities Rehabilitation for people with intellectual disabilities Rehabilitation of people with disabilities ab: The field of learning disabilities (LD) is growing up. Although originally focused on students at the elementary level, adults with LD are now recognized as a unique and distinctive group, and not simply adult versions of childhood problems. The central issue with respect to programming is transition and the factors that contribute to successful outcomes. For some individuals with LD, post-secondary education is a transition option, but questions remain about admissions policies, degree requirements, appropriate accommodations, and nature of support services. For a majority of individuals with LD, the primary transition option is vocational training, and introduces the offices of the vocational rehabilitation system. The relationship between special education and vocational rehabilitation is becoming better delineated, and problems related to definition, assessment, and program planning are being resolved in an effort for individuals with LD to realize their full potentials. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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