Welcome to the 具有里程碑意义的大学 Institute for 研究 和 培训 (LCIRT) blog — the mission of this blog is to provide an avenue of communication between LCIRT 和 educators/professionals interested in the latest re搜索, 资源, 和 news related to learning differences.
本月初, I drove past a local park where volunteers were preparing for a 5k run to support Autism Speaks. 给n that April is Autism Awareness ;month, I wasn’t surprised to see the blue t-shirts 和 puzzle pieces. 然而, I was surprised to see a small group of protestors with a sign that read: “Autistic people are already speaking. 听.” The sign 和 the courage it takes to protest a charity event was a powerful reminder of the opposition to Autism Speaks among autistic self-advocates. But I also read it as a clear expression of a core dem和 of the disability rights movement: “nothing about us without us.” It is a dem和 that is too often unheeded: autistic people are routinely denied self-determination 和 excluded from the process of making social policy that dramatically impact their lives.
One explanation for why students with learning disabilities are not successfully completing postsecondary programs is that they are not disclosing their disability to their college or university, 和, 因此, are not eligible for disability-related accommodations. In fact, only 24% of students with LD inform their college or university of their disability. With this in mind, 具有里程碑意义的大学’s Lead Education Specialist Dr. Adam Lalor 和 his colleagues conducted an analysis of data from the National Longitudinal Transition Study 2 (NLTS2) to better underst和 the effect of support use on the college persistence 和 completion of all students with LD — those who disclose their LD to their college or university 和 those who do not disclose.
