Understanding Nonverbal Learning Disabilities in Postsecondary Students with Spina Bifida

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Author(s): Carol Russell (Emporia State University, USA)
Copyright: 2016
Pages: 27
Source title: Medical and Educational Perspectives on Nonverbal Learning Disability in Children and Young Adults
Source Author(s)/Editor(s): Barbara Rissman (Queensland University of Technology, Australia)
DOI: 10.4018/978-1-4666-9539-9.ch006

Keywords: Education / Information Science Reference / K-12 Education / Special Education

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Abstract

Transitioning to life after high school can be challenging for most young adults, even more so for individuals with a nonverbal learning disability (NLD). However, careful planning can lead to success. Friends, family members, employers, college instructors, therapists, and other service providers need information and methods to support individuals with NLD, particularly those with spina bifida (SB). A review of NLD characteristics, effects on student learning, non-awareness and misconceptions of NLD, and effective supports for individuals with NLD (e.g., accommodations, agendas and checklists, assistive technology) will be illustrated via the example of one young college student with NLD and SB. MAP (Making Action Plans) and PATH (Planning Alternative Tomorrows with Hope)—research-based strategies and tools for transition planning and progress monitoring of teens and young adults with NLD and SB—as well as methods to self-advocate to obtain assistance from others academically, physically, socially, and emotionally will be demonstrated.

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Understanding Nonverbal Learning Disabilities in Postsecondary Students with Spina Bifida

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