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9781942072294

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""This highly accessible and well written text provides important information and resources to college and university faculty and staff who work with students with a range of learning disabilities - or learning differences. Offering insights and suggestions on multiple topics, from models of disability and service delivery, legal requirements, and fundamentals of learning profiles, the book challenges the reader to reconsider key aspects of program and course design and delivery to capitalize on the unique strengths and perspectives of a broader range of students. This text should be a key resource for student affairs programs, faculty instructional design efforts, and institutional diversity efforts.""--Joseph W. Madaus, Associate Dean for Academic Affairs; Director, Center on Postsecondary Education and Disability; Professor, Department of Educational Psychology, University of Connecticut ""This up-to-date book provides college faculty and support staff with guidance on how to reach and teach students who learn differently. By understanding the cognitive profiles of these students, the authors are changing the campus mindset. Disability is viewed as a facet of diversity to be embraced.""--Loring C. Brinckerhoff, Director, Office of Disability Policy, Educational Testing Service ""Aresource-heavy text focused on the implementation of new pedagogies within theclassroom (or online) to foster deeper thinking and longer retention of newknowledge among students. Acknowledging that practicing faculty do not have thetime to invest in the research of emerging pedagogies, this book providesspecific classroom activities as well as evidence supporting these pedagogicalapproaches. The true value of this book lies in its organization. Every chapteris subdivided and meticulously labeled. In addition to being an informativeread, this book serves as a handy reference to consult when developing orrevising a course. No matter the content area or discipline, thispedagogical approach provides an opportunity to foster deeper learning andpersonal growth for post-secondary students. While specific student populationsor delivery modalities may alter how an instructor facilitates desirabledifficulties, this book is an ideal primer for those interested in producingresilient and capable students."" -- ""Teachers College Record"" ""A cognitive ramp for all students is a concept that should be used in every college classroom. Shea, Hecker, and Lalor give us a fresh view of universal design for students both in the classroom and on the campus. Strategies in this book will be useful for faculty, staff, and students alike.""--Jane Thierfeld Brown, Assistant Clinical Professor, Yale Medical School; Director, College Autism Spectrum

This up-to-date book provides college faculty and support staff with guidance on how to reach and teach students who learn differently. By understanding the cognitive profiles of these students, the authors are changing the campus mindset. Disability is viewed as a facet of diversity to be embraced. --Loring C. Brinckerhoff, Director, Office of Disability Policy, Educational Testing Service This highly accessible and well written text provides important information and resources to college and university faculty and staff who work with students with a range of learning disabilities - or learning differences. Offering insights and suggestions on multiple topics, from models of disability and service delivery, legal requirements, and fundamentals of learning profiles, the book challenges the reader to reconsider key aspects of program and course design and delivery to capitalize on the unique strengths and perspectives of a broader range of students. This text should be a key resource for student affairs programs, faculty instructional design efforts, and institutional diversity efforts. --Joseph W. Madaus, Associate Dean for Academic Affairs; Director, Center on Postsecondary Education and Disability; Professor, Department of Educational Psychology, University of Connecticut A cognitive ramp for all students is a concept that should be used in every college classroom. Shea, Hecker, and Lalor give us a fresh view of universal design for students both in the classroom and on the campus. Strategies in this book will be useful for faculty, staff, and students alike. --Jane Thierfeld Brown, Assistant Clinical Professor, Yale Medical School; Director, College Autism Spectrum

This highly accessible and well written text provides important information and resources to college and university faculty and staff who work with students with a range of learning disabilities - or learning differences. Offering insights and suggestions on multiple topics, from models of disability and service delivery, legal requirements, and fundamentals of learning profiles, the book challenges the reader to reconsider key aspects of program and course design and delivery to capitalize on the unique strengths and perspectives of a broader range of students. This text should be a key resource for student affairs programs, faculty instructional design efforts, and institutional diversity efforts. --Joseph W. Madaus, Associate Dean for Academic Affairs; Director, Center on Postsecondary Education and Disability; Professor, Department of Educational Psychology, University of Connecticut This up-to-date book provides college faculty and support staff with guidance on how to reach and teach students who learn differently. By understanding the cognitive profiles of these students, the authors are changing the campus mindset. Disability is viewed as a facet of diversity to be embraced. --Loring C. Brinckerhoff, Director, Office of Disability Policy, Educational Testing Service A cognitive ramp for all students is a concept that should be used in every college classroom. Shea, Hecker, and Lalor give us a fresh view of universal design for students both in the classroom and on the campus. Strategies in this book will be useful for faculty, staff, and students alike. --Jane Thierfeld Brown, Assistant Clinical Professor, Yale Medical School; Director, College Autism Spectrum

This highly accessible and well written text provides important information and resources to college and university faculty and staff who work with students with a range of learning disabilities - or learning differences. Offering insights and suggestions on multiple topics, from models of disability and service delivery, legal requirements, and fundamentals of learning profiles, the book challenges the reader to reconsider key aspects of program and course design and delivery to capitalize on the unique strengths and perspectives of a broader range of students. This text should be a key resource for student affairs programs, faculty instructional design efforts, and institutional diversity efforts. --Joseph W. Madaus, Associate Dean for Academic Affairs; Director, Center on Postsecondary Education and Disability; Professor, Department of Educational Psychology, University of Connecticut This up-to-date book provides college faculty and support staff with guidance on how to reach and teach students who learn differently. By understanding the cognitive profiles of these students, the authors are changing the campus mindset. Disability is viewed as a facet of diversity to be embraced. --Loring C. Brinckerhoff, Director, Office of Disability Policy, Educational Testing Service A cognitive ramp for all students is a concept that should be used in every college classroom. Shea, Hecker, and Lalor give us a fresh view of universal design for students both in the classroom and on the campus. Strategies in this book will be useful for faculty, staff, and students alike. --Jane Thierfeld Brown, Assistant Clinical Professor, Yale Medical School; Director, College Autism Spectrum A resource-heavy text focused on the implementation of new pedagogies within the classroom (or online) to foster deeper thinking and longer retention of new knowledge among students. Acknowledging that practicing faculty do not have the time to invest in the research of emerging pedagogies, this book provides specific classroom activities as well as evidence supporting these pedagogical approaches. The true value of this book lies in its organization. Every chapter is subdivided and meticulously labeled. In addition to being an informative read, this book serves as a handy reference to consult when developing or revising a course. No matter the content area or discipline, this pedagogical approach provides an opportunity to foster deeper learning and personal growth for post-secondary students. While specific student populations or delivery modalities may alter how an instructor facilitates desirable difficulties, this book is an ideal primer for those interested in producing resilient and capable students. --Teachers College Record

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