Literacy, Autism and Diversity: In Search of Profiles to Inform Practice
by Chris Wenz, Ph.D.
Research Scientist
Landmark College Institute for Research and Training
by Chris Wenz, Ph.D.
Research Scientist
Landmark College Institute for Research and Training
by Adam Lalor, Ph.D. Lead Education Specialist Increasing numbers of students with disabilities in higher education have served, in part, as a catalyst for…
by Manju Banerjee, Ph.D. Vice President for Educational Research and Innovation Landmark College NOTE: Components of this article are also being published as part…
By Christine Grutta, M.A. Landmark College Academic Advisor Note: This blog post was part of a Final Project in our online course for educators, …
Statistics are prevalent in the world around us and yet research shows that most adults tend to form incorrect interpretations of statistical data. It’s therefore not surprising that many students with disabilities struggle to develop fluency in interpreting statistical data.
Given the low rate of college completion for students with disabilities, it is possible that traditional student support services and accommodations may not be fully meeting their needs. Limited research on the efficacy of traditional interventions (Madaus et al., 2016) highlights the need for new and collaborative ways to engage, support, and successfully graduate these students.