Competencies of Postsecondary Education Personnel Serving Students with Learning Disabilities

Author:

Norlander Kay A.1,Shaw Stan F.2,McGuire Joan M.3

Affiliation:

1. Kay A. Norlander earned her PhD at The University of Connecticut and is currently an assistant professor of special education and coordinator of the undergraduate program in special education at The University of Connecticut. Dr. Norlander's research interests include assessment and characteristics of students with learning disabilities as well as the restructuring of teacher preparation programs.

2. Stan F. Shaw is a professor of special education at The University of Connecticut and received his EdD from The University of Oregon. Dr. Shaw is the director of the LD College Unit, Special Education Center, at The University of Connecticut. He has published widely on issues relating to college students with learning disabilities and is currently project director of four postsecondary learning disability grants funded by federal, state, and private agencies.

3. Joan E. McGuire received her PhD from The University of Connecticut and is an assistant professor of special education and director of The University of Connecticut's program for students with learning disabilities. She also directs the Connecticut Postsecondary Learning Disability Technical Assistance Center. She has expertise in the areas of program development, evaluation, and administration. Address: Kay A. Norlander, Department of Educational Psychology, Box U-64, 249 Glenbrook Rd., Storrs, CT...

Abstract

This paper presents the results of a survey designed to identify the needed competencies of both administrative and direct service personnel in directing and implementing postsecondary support programs for students with learning disabilities. Data were collected from a national sample of 299 practitioners. In addition to information about respondent characteristics, results include ratings for all items on the survey. Competency areas perceived as most desired by learning specialists were assessment skills, cognitive interventions, and instructional skills, while administrative personnel rated management/leadership skills as most desired. Implications for professional development activities are addressed. The need for strengthening linkages between secondary and postsecondary personnel to foster effective transition planning for students with learning disabilities is also explored.

Publisher

SAGE Publications

Subject

General Health Professions,Education,Health (social science)

Reference23 articles.

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