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当LC欢迎学生回到校园这个秋天,阅读我们的 秋天2020返回校园 指导方针。

选定的出版物

Dahlstrom-Hakki, I., & Alstad, Z. (in press). Challenges in Assessing the Conceptual Understanding of Students with Disabilities in Statistics: What is Being Measured? 季度学习障碍.

Dahlstrom-Hakki, I., Asbell-Clarke, J., & Rowe, E. (in press). Showing is Knowing: The Potential and Challenges of Using Neurocognitive Measures of Implicit Learning in the Classroom. Special issue of 心灵,大脑和教育.

Faggella-Luby, M., 凝胶栏, N., Dukes, L. L., III, 玛瑙斯, J. W., Lalor, A. R., & Lombardi, A. R. (in press). Learning strategy interventions for college students with disabilities: A systematic review of the literature. 中国职业教育与残疾杂志。

2018

Lalor, A. R., Petcu, S. D., & Madaus, J. W. (2018). Applying to college. In M. Grigal, J. W. 玛瑙斯, L. L. Dukes III, & D. Hart (Eds.), Navigating the transition from high school to college for students with disabilities (pp. 126-154). New York, NY: Routledge.

Lombardi, A., 凝胶栏, N., Dukes, L. L., Kowitt, J., Wei, Y., 玛瑙斯, J., Lalor, A. R., & Faggella-Luby, M. (2018). Higher education and disability: A systematic review of assessment instruments designed for students, faculty, and staff. 高等教育多样性,11(1)34-50。

2017

DuPaul, G., Dahlstrom-Hakki, I., Gormley, M., Fu, Q., Pinho, T., & Banerjee, M. (2017). College students with ADHD and LD: Effects of support services on academic performance. Learning Disabilities Research & Practice

Faggella-Luby, M., Dukes III, L. L., 凝胶栏, N., 玛瑙斯, J. W., Lombardi, A., & Lalor, A. (2017). Universal design and college students with disabilities: Does the data equal the zeal? Currents in Teaching and Learning, 9(2), 5-19.

Lombardi, A. R., & Lalor, A. R. (2017). Faculty and administrator knowledge and attitudes regarding disability: A review and a call for action. In E. Kim & K. C. Aquino (Eds.), Disability as diversity in higher education: Policies and practices to advance student success (pp. TBD). New York, NY: Routledge.

Shmulsky, S., Gobbo, K., Donahue, A., & Banerjee, M. (2017). 有ASD的大学生:与第一年表现相关的因素历史新闻教育和残疾杂志,30(4), 373-382。 

2016

Dahlstrom-Hakki, I., & Alstad, Z. (2016). Comparing and Contrasting Group Research Designs for Students with LD, ADHD, and/or ASD. Paper presented at the 100th annual meeting of the American Educational Research Association (AERA), Washington, DC.

D’Alessio, K.A. & Banerjee, M. (2016). Academic Advising as an Intervention for College Students with ADHD 京首位教育与残疾杂志,29(2), 109-12。

Lombardi, A. R., & Lalor, A. R. (2016). Including disability in the discourse: Extending and advancing the definition of diversity in higher education. In P. A. Pasque, N. Ortega, J. C. Burkhardt, & M. P. Ting (Eds.), Transforming understandings of diversity in higher education: Demography, democracy and discourse (pp. 148-162). Sterling, VA: Stylus.

玛瑙斯, J. W., 凝胶栏, N., Dukes, L. L., Lalor, A. R., Lombardi, A., Kowitt, J., & Faggella-Luby, M. N. (2016, September 15). Literature on postsecondary disability services: A call for research 指导方针。  高等教育多样性杂志。推进在线出版物。 //dx.迪伊.org/10.1037/DHE0000045.

2015

班塞豪,米。 & Thurlow.,m。湖(2015)。使用数据来查找患有残疾学生的中学和后期住宿之间的共同点。在c。 Secolsky. (2。ed。在新闻中),高等教育评估,测量和评估手册。纽约:Routledge Publishing。

Hecker,L。 (2015年5月)。阅读大脑:执行职能难以在工作中,学习残疾美联社协会。从//ldaamerica.org/the-reading-brain-exext-function-hard-at-work/

2014

Banerjee,M。, 玛瑙斯j。 w。,& 凝胶栏ñ。 (2014)。应用LD文档指南在职权级别:决策制定 稀疏或缺少数据。学习。 残疾季刊,38(1),27-39,//迪伊.org/10.1177/0731948713518335

Faggella-Luby, M., Lombardi, A., Lalor, A., & Dukes, L。 (2014)。 Methodological trends in disability and higher education research: Historical analysis of the 中国职业教育与残疾杂志。 中国历史教育与残疾杂志, 27(4), 357-368.

Hecker, L., & Fein, A.M. (2014, April). 数字笔记:帮助你得到它并保持在一起注意,14-17。  

玛瑙斯, J. W., Lalor, A. R., 凝胶栏, N., & Kowitt, J。 (2014)。 The Journal of Postsecondary Education and Disability: From past to present. 中国历史教育与残疾杂志, 27(4), 347-356.

邮票,L.,Banerjee,M。,Brown, F.C.。 (2014)。 与ADHD学生学院的自我宣传和高校准备性的看法中国历史教育与残疾杂志, 27(2),139-160。

2013

Lalor, A. R., & 玛瑙斯, J. W. (2013). Helping students with disabilities search for colleges: Tips for professionals. Insights on Learning Disabilities, 10(1), 53-72.

玛瑙斯, J. W., 凝胶栏, N. W., Dukes III, L. L., Faggella-Luby, M., Lalor, A. R., & Kowitt, J. (2013).  Thirty-five years of transition topics: A review of CDTEI issues 1978-2012. Career Development and Transition for Exceptional Individuals, 36(1), 7-14.

2012

班塞豪,米。 & Thurlow.,m。湖(2012)。使用数据来查找患有残疾学生的中学和后期住宿之间的共同点。在c。 Secolsky. (ED。),高等教育评估,测量和评估手册。纽约:Routledge Publishing。

Bryck, R. L., & Fisher, P. A. (2012). Training the brain: Practical applications of neural plasticity from the intersection of cognitive neuroscience, developmental psychology, and prevention/intervention science. 美国心理学家67(2), 87-100。 迪伊:10.1037 / A0024657       

玛瑙斯, J. W., Kowitt, J. S., & Lalor, A. R. (2012). The Higher Education Opportunity Act: Impact on students with disabilities. Rehabilitation Research, Policy, and Education, 26(1), 33-42.

2011

贾斯特,k。,bryck,r。 l。,Vogel,e。 k。,& 梅尔你。 (2011)。老年人就像低工作记忆年轻人一样?过滤效率和视觉工作记忆中的年龄差异。 脑皮质,21, 1147-1154。 迪伊:10.1093 /盲文/ bhq185.

Korbel., D., McGuire, J. M。,Banerjee,M。 & Saunders, S.A. (2011). Transition strategies to ensure active student engagement. In M. Huger (Ed.), New directions for student services: Fostering the increased integration of students with disabilities. San Francisco, CA: jossey.-低音。

玛瑙斯, J.W.。,Banerjee,M。 & Merchant, D. (2011). Transition to postsecondary education. In . Kauffman & D.P. Hallahan (Eds.), Handbook of Special Education. New York: Routledge Publishing.

玛瑙斯, J.W.。,Banerjee,M。,McKeown,K.,& 凝胶栏ñ。 (2011)。在线和混合学习:学习障碍和注意力缺陷/多动障碍学生的机会和挑战。 学习障碍:多学科杂志,17(2), 69-76。

2010

班塞豪,米。 (2010)。大写转型技术。在斯坦f。 Shaw,Joseph W. 玛瑙斯, & Lyman L. Dukes, III (Eds.), Preparing students with disabilities for college success: A practical guide for transition. Baltimore, MD: Brookes Publishing.

玛瑙斯, J.W.。,Banerjee,M。 & Hamblet.e,e。 (2010年),学习残疾文件在职业级别决策。 特殊个人的职业发展,33(2), 68-70。

肖, F.S.。,Keenan,W.R., 玛瑙斯, J.W.., & Banerjee, M. (2010). Disability documentation, the Americans with Disabilities Education Act Amendments Act of 2008 and the Summary of Performance: How are they related? 中国后勤教育和残疾杂志,22, 142-150。

 

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