Vogel S A, Adelman P B
EPCSE Department, Northern Illinois University, DeKalb 60115.
J Learn Disabil. 1992 Aug-Sep;25(7):430-41. doi: 10.1177/002221949202500703.
This study reports on the educational attainment of 62 college students with learning disabilities as compared to a sample of 58 peers matched on gender and ACT composite score (+/- 1 point or exact match). All students were native English speakers and were enrolled as degree candidates in a small, competitive, private, midwestern college. Groups were compared on age, high school preparation and performance, college grades, GPA at the end of each year of study, graduation and academic failure rate, and time taken to complete degree. Factors that may have influenced outcomes are discussed as are implications for college admissions officers, college students with learning disabilities, service providers, and academic advisors.
本研究报告了62名有学习障碍的大学生的教育程度，并与58名在性别和美国大学入学考试（ACT）综合成绩上匹配（相差±1分或完全匹配）的同龄人样本进行了比较。所有学生均以英语为母语，且均作为学位候选人就读于一所位于中西部的小型、有竞争力的私立大学。对两组学生在年龄、高中准备情况和成绩、大学成绩、每年学习结束时的平均绩点、毕业率和学业不及格率以及完成学位所需时间等方面进行了比较。文中讨论了可能影响结果的因素，以及对大学招生官员、有学习障碍的大学生、服务提供者和学术顾问的启示。
