Learning Disabilities in Higher Education and Beyond
- An International Perspective, edited by Susan A. Vogel, Gila Vogel, Varda Sharoni,
Orit Dahan, pub. York Press, Inc. MD. ISBN 0-912752-74-2. Pgs. 384 ($59.50, £32.48)
This is an excellent reference
book and one that many academics, and in fact all involved in the field of learning
disabilities (LD) and dyslexia in higher education, will utilise to guide and
support their practice. A book of this proportion with 17 chapters containing
perspectives from United States, Canada, United Kingdom and Israel is challenging
for any editorial team. This team however seem very well equipped to deal with
this challenge, all having a wealth of experiences in this sector. Susan Vogel
is very accomplished in this area with a high profile within the United States
and beyond. The other three editors are all from Israel and similarly are very
accomplished in the field. The editors should be applauded in the construction
and in the editing of this book. Additionally they have succeeded in gathering
the foremost authors from the four countries to express a range of theoretical
and practical perspectives relating to LD in Higher education and beyond. One
of the potential difficulties in any international book such as this, is the confusion
that can arise in the variation of how terms, such as learning disabilities and
dyslexia, are understood in different countries.
Additionally
different countries are often at different stages of development in terms of how
the needs of these groups are being addressed, particularly in higher education.
The editors have tried to take these factors into account by providing a preface
with five key points containing the underlying assumptions of the book. They state
they are using LD and dyslexia interchangeably in the book because dyslexia, as
defined by the International Dyslexia Association, is the most common type of
LD. Some of the other assumptions indicated by the editors relate to the commonalties
seen within the different countries. These include: learning disabilities as a
life-long disorder; the different manifestations of LD based on the demands of
the environment; the key role in identification as a means of determining eligibility
for accommodations, developing compensatory strategies and support services; and
importantly the need to view learning disabilities in a broader context, than
just its impact on academic skills.
These
factors set the tone and the structure for the book. The book is divided into
five parts. These are: legal mandates, issues and concerns; assessment and diagnostic
models; program models and support service issues in higher education; social-emotional
impact of learning disabilities; outcome research in adults with learning disabilities.
This makes the book both current and comprehensive, providing up to date information
in accessible chapters, information that otherwise would take the reader many
hours to access. This particularly applies to the part on legal mandates, issues
and concerns (Part 1). This contains four chapters from the four countries represented
in this volume – U.S.A., U.K. Canada and Israel. The authors of these chapters
provide current views on these issues. The chapter on the U.S.A. perspective by
Wolinsky, Konechy and Aubrejuan provides information on the basic requirements
and goals of Federal disability law, the legal issues for establishing disability
and the need for accommodations as well as criteria for clinicians evaluating
applicants. It is interesting to note as the authors point out that although legislation
and ‘individual rights’ exist, these rights are not always implemented. As the
authors indicate individuals with learning disabilities often encounter a range
of barriers to receiving the ‘reasonable accommodations’ to which they are entitled.
It is for that reason that this book is important. Not only in identifying the
key aspects of legislation, but in providing guidance on assessment and support
to help individuals and professionals ensure that these rights can be exercised.
The other chapters
in part 1 highlight perspectives from Canada, the UK and Israel. For example in
Canada educational rights, the role of the Education Act, the learning opportunities
task force and issues on the political realities and the legal culture are explored.
The support system in the U.K. and in particular the implications of the National
Working Party Report for the assessment and support systems in place in higher
education, with a summary of the recommendations are the focus of the UK chapter.
The advent of a social
revolution is the focus of the chapter providing the Israel perspective. In this
chapter Gillis describes the equal rights bill and other legislation but adopts
a note of caution and suggests that ‘the experiences of the last few years have
taught those involved in disability issues to adopt a cautious approach to the
business of disability rights legislation …it is important to see such laws ……as
no more than pages in the statute book…marking only the beginning of the real
work that lies ahead’ (pg.179).
In part 2 of the book – assessment and diagnostic models - some key theoretical
perspectives are discussed such as aptitude/ achievement discrepancy, intra-cognitive
discrepancy, models of ability and the role of clinical judgement. In this part
Angela Fawcett provides a U.K. perspective highlighting a cost effective model
of screening-assessment-support. This framework provides the basis of the Dyslexia
Adult Screening Test (DAST) developed by Fawcett and Nicolson. The chapter describes
the implications of data from research and practice stemming from the development
and use of the DAST. This chapter also describes the Adult Dyslexia Index (ADI)
and Fawcett points out that the instruments described in this chapter have general
applicability and can be used in a variety of populations from young offenders
to adult literacy classes. As Fawcett indicates a major component of any support
system is the development of an individual development plan that ensures the individuals
needs are met.
Ensuring
that the rights of individuals are recognised is also apparent in Part 3 on program
models and support services issues. For example in chapter 8 Gregg, Morrison and
Cohn argue that because of the litigious atmosphere, particularly in the U.S,
best practice is often determined by the courts. In their chapter they set out
a case for best practice in fact to be determined by theory and empirically based
research. They provide theoretical frameworks based on the ‘participatory action
process’. This framework involves providing a strategy for ‘integrating the meaning
generated by the dialogue among consumers, service providers and faculty that
is true to the theories’. In this chapter they set these factors against the theories
of Bakhton that suggests that all voices need to be heard, even those that attempt
to marginalise or silence, and that real meaning is always associated with voices
that are ‘inherently situated in a sociological context.’ Gregg, Morrison and
Cohn argue that these voices need to b e heard and that the voice of students
with learning disabilities may have been the most pre-dominant narrative voice
in the literature, but yet the most underrepresented voice if evaluated against
the participatory action process (PAR) framework. This is a crucial point, but
as the authors point out, all voices need to be heard to identify possible improvements
to programme access.
The
book is broader than dyslexia and focuses on the wider spectrum of LD. In chapter
9 Lynda Katz discusses students with ADHD in higher education. This chapter looks
at issues relating to transition to college/ university as well as ensuring there
needs are addressed during there course of studies. This chapter looks at the
diagnostic process of ADHD, including the specific assessment tools, gender issues,
co-morbidity, interventions and accommodations, including medication, self-awareness,
time management, organisation and planning and specific supports for courses.
No book of this kind would be complete without reference to assistive technology
and in this book an excellent and detailed overview of this is provided by Raskind
and Higgins. This chapter refers to written language, word processing, spell checking,
proof reading programs, outlining and brainstorming, speech recognition, screen
reading, word prediction, personal data managers and talking calculators. This
chapter also looks at the research on the effectiveness of assistive technology
and the authors make a number of recommendations and views such as ‘a technology
that is beneficial for one individual with LD could be counter productive for
another’(pg.194). This emphasises the need to ensure that students with LD are
viewed as individuals because as Susan Vogel pointed out in the preface to the
book the manifestations of LD will differ depending on the developmental stage
and the goals of the adult.
These
points are in fact developed in part IV which looks at the social and emotional
impact of learning disabilities. This is an important part of the book and represents
an area that is often neglected in preference to academic needs. In this part
of the book there is a chapter on support groups, looking at the development of
groups and theoretical and practical considerations. There is an excellent practical
appendix to this chapter looking at aspects relating to desire, goal orientation,
reframing, persistence, learned creativity, goodness of fit and social ecology.
The final part of the book – part V- is about meeting the challenges of LD across
the lifespan. This contains chapters relating to the period 8-15 years after college
and Vogel and Adelman discuss the implications of research they conducted in this
area. This post-college period can be a neglected area in both research and practice
and these chapters occupy an important place in this book. The authors accept
that much has to be done in this area and that more research is needed in for
example the complex issue of disclosure and the implications of this for the individual,
for higher education and the workplace.
The
book is concluded with a chapter by Susan Vogel entitled ‘Forward Thinking: Adults
with Learning Disabilities/Dyslexia in the New Millennium. In this chapter Vogel
makes six recommendations for the future – including financial aid, year round
study, maximum level of support, training for faculty staff, including the establishing
of institutional policies, workshop and web based learning and funding for innovative
initiatives.
This
book will promote the needs of students with LD in higher education for many years
to come. It is founded on solid research, highlighted by insights and innovations,
and never loses touch with the needs of the individual with LD. As Susan Vogel
proclaims in the final chapter the overarching purpose of this book is to provide
a rich compendium of information regarding adults with LD/dyslexia in Higher Education
so that their needs can be met in Higher Education and ‘thereby enhance their
chances for success in every aspect of their lives’ (pg 371). There is little
doubt in my mind that this book fulfils the aim of the editors and if the recommendations
and insights of the authors contributing to this book were to become practice,
present and future society for those with LD will become a happier and more equitable
environment.
Dr. Gavin Reid,
Moray House
School of Education
University of Edinburgh,
Scotland.
References
Gavin
Reid's website
Amazon.com
Amazon.co.uk