Learning Disabilities OnLine: LD In-Depth: Computer-Based Solutions for Secondary Students with Learning Disabilities: Export

@article{citeulike:418522, abstract = {Secondary students with learning disabilities often find the challenges of an academic curriculum more than they can handle. Faced with a text-centered world, they are frequently encumbered by an inability to read and write with sufficient fluency and legibility to meet the expectations of their teachers. Faced with a fast-paced curriculum, they are frequently hampered by minimal organizational skills and slowed by the additional time that even simple assignments can demand when the student has a learning disability. Faced with low self-confidence and a history of poor achievement, they frequently choose (or are advised to take) courses with minimal intellectual content and limited utility as preparation for postsecondary education. Faced with academic frustration and the constant threat of failure, they frequently drop out of high school before completing the requirements for graduation.}, author = {Anderson-Inman, Lynne}, citeulike-article-id = {418522}, citeulike-linkout-0 = {http://www.ldonline.org/ld_indepth/technology/anderson-inman_rwq.html}, journal = {Reading \& Writing Quarterly}, keywords = {children, disabilities, education, learning}, month = {September}, number = {3}, posted-at = {2005-12-01 16:54:00}, priority = {2}, title = {Learning Disabilities OnLine: LD In-Depth: Computer-Based Solutions for Secondary Students with Learning Disabilities:}, url = {http://www.ldonline.org/ld_indepth/technology/anderson-inman_rwq.html}, volume = {15}, year = {1999} }

TY - JOUR ID - citeulike:418522 L3 - citeulike-article-id:418522 N2 - Secondary students with learning disabilities often find the challenges of an academic curriculum more than they can handle. Faced with a text-centered world, they are frequently encumbered by an inability to read and write with sufficient fluency and legibility to meet the expectations of their teachers. Faced with a fast-paced curriculum, they are frequently hampered by minimal organizational skills and slowed by the additional time that even simple assignments can demand when the student has a learning disability. Faced with low self-confidence and a history of poor achievement, they frequently choose (or are advised to take) courses with minimal intellectual content and limited utility as preparation for postsecondary education. Faced with academic frustration and the constant threat of failure, they frequently drop out of high school before completing the requirements for graduation. IS - 3 JF - Reading & Writing Quarterly TI - Learning Disabilities OnLine: LD In-Depth: Computer-Based Solutions for Secondary Students with Learning Disabilities: VL - 15 KW - children KW - disabilities KW - education KW - learning AU - Anderson-Inman, Lynne PY - 1999/09// UR - http://www.ldonline.org/ld_indepth/technology/anderson-inman_rwq.html ER -