Norlander K A, Shaw S F, McGuire J M
University of Connecticut.
J Learn Disabil. 1990 Aug-Sep;23(7):426-32. doi: 10.1177/002221949002300706.
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.
本文展示了一项调查的结果，该调查旨在确定行政人员和直接服务人员在指导和实施针对学习障碍学生的高等教育支持项目时所需的能力。数据收集自全国范围内299名从业者的样本。除了有关受访者特征的信息外，结果还包括对调查中所有项目的评分。学习专家认为最需要的能力领域是评估技能、认知干预和教学技能，而行政人员则将管理/领导技能评为最需要的。文中讨论了对专业发展活动的启示。还探讨了加强中等教育和高等教育人员之间的联系以促进为学习障碍学生制定有效过渡计划的必要性。
