Instructional Strategies for Long-term Success
Through a qualitative research study we developed a model of employment success based on the experiences of successful adults with learning disabilities. This model may be particularly useful to students with learning disabilities in helping them experience success both in school and beyond. We sugg...
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| Veröffentlicht in: | Annals of dyslexia 1994-01, Vol.44 (1), p.270-288 |
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| container_end_page | 288 |
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| container_issue | 1 |
| container_start_page | 270 |
| container_title | Annals of dyslexia |
| container_volume | 44 |
| creator | Gensberg, Rick Reiff, Henry B. Gerber, Paul J. Ginsberg, Rick |
| description | Through a qualitative research study we developed a model of employment success based on the experiences of successful adults with learning disabilities. This model may be particularly useful to students with learning disabilities in helping them experience success both in school and beyond. We suggest that the components of the model—internal decisions comprising desire, goal orientation, and reframing, and external manifestations or behaviors of persistence, goodness of fit, learned creativity, and favorable social ecologies—can be systematically taught and then used. By focusing on what has worked for adults with learning disabilities, we propose that the model taps into inherent strengths that can compensate for significant limitations associated with learning disabilities. The model does not guarantee success, but it does equip students with learning disabilities with a readiness to capitalize on opportunities that they might otherwise miss. |
| doi_str_mv | 10.1007/BF02648165 |
| format | Article |
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This model may be particularly useful to students with learning disabilities in helping them experience success both in school and beyond. We suggest that the components of the model—internal decisions comprising desire, goal orientation, and reframing, and external manifestations or behaviors of persistence, goodness of fit, learned creativity, and favorable social ecologies—can be systematically taught and then used. By focusing on what has worked for adults with learning disabilities, we propose that the model taps into inherent strengths that can compensate for significant limitations associated with learning disabilities. 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| fulltext | fulltext |
| identifier | ISSN: 0736-9387 |
| ispartof | Annals of dyslexia, 1994-01, Vol.44 (1), p.270-288 |
| issn | 0736-9387 1934-7243 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_1459154743 |
| source | JSTOR Archive Collection A-Z Listing; SpringerLink Journals - AutoHoldings |
| subjects | Adaptive Behavior (of Disabled) Adult education Behavior Patterns Decision Making Disabled persons Dyslexia Employment Goodness of fit Learning Disabilities Learning styles Parents Part III: The Adult Poor Reader: Causes, Consequences, and Solutions Special needs students Student Adjustment Success Teachers Vocational Adjustment |
| title | Instructional Strategies for Long-term Success |
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