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dc.contributor.advisorWeaver, Charles A. III, (Chuck).
dc.contributor.authorVargas, Juan
dc.date.accessioned2015-06-25T16:15:07Z
dc.date.available2015-06-25T16:15:07Z
dc.date.copyright2015
dc.identifier.urihttp://hdl.handle.net/2104/9447
dc.description.abstractIn the United States, there is a growing gap between learning disabled college students and their non-learning disabled peers in academic achievement and graduation rates. Since the incorporation of learning-disabled students in public education on a large scale following the Rehabilitation Act of 1973, many interventions have been tried to help learning disabled students achieve higher success in postsecondary education. Not all have been successful, and those that do work produce small, inconsistent effects. In this review, the history of legislation that gave rise to accommodations for students with learning disabilities is reviewed and several accommodations and interventions are examined. In addition, the practices and trends in the number of students choosing to take tests at the alternate testing facility at Baylor University are analyzed. Finally, recommendations are made regarding possible solutions and what important questions to pursue in the future.en_US
dc.language.isoen_USen_US
dc.rightsBaylor University projects are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.en_US
dc.subjectLearning Disabilityen_US
dc.subjectStudents with Learning Disabilitiesen_US
dc.subjectPostsecondary Educationen_US
dc.subjectSecondary Educationen_US
dc.subjectRehabilitation Act of 1973en_US
dc.subjectIDEAen_US
dc.titleDo Students with Learning Disabilities benefit from accommodations? A Literature Reviewen_US
dc.typeThesisen_US
dc.rights.accessrightsWorldwide accessen_US
dc.contributor.departmentUniversity Scholars.en_US
dc.contributor.schoolsUniversity Scholars.en_US


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