Advertisement

Perplexed in Translation: Bringing a Language Disorder to College

  • Karen Pierce
Chapter

Abstract

Speech and language disorders significantly impact a youth’s quality of life and education status. Mild to moderate language impairments can be subtle and difficult to detect. Youth with Learning Disabilities transitioning to adulthood often have impact in the areas of post-secondary education, social communication and ultimate employment. The practicing clinician has an important role to play in facilitating collaboration among the student with learning challenges, the family, and the special education staff at the high school to ensure a realistic and solid understanding of the student’s learning challenges and strengths. Transition preparation and planning involves more than arranging for services at the post-secondary institution. It involves helping the student develop skills and strategies to manage learning issues, practicing self-advocacy skills, and working with the student to create a portable learning plan that can be taken to college.

Keywords

Reading disorder Language disorder Individualized education plans College transition Americans with disability act 

References

  1. 1.
    Norbury CF, Gooch D, Wray C, Baird G, Charman T, Simonoff E, et al. The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population study. J Child Psychol Psychiatry. 2016;57(11):1247–57.CrossRefPubMedPubMedCentralGoogle Scholar
  2. 2.
    Johnson CJ, Beitchman JH, Brownlie EB. Twenty-year follow-up of children with and without speech-language impairments: family, educational, occupational, and quality of life outcomes. Am J Speech Lang Pathol. 2010; 19(1):51–65. doi: https://doi.org/10.1044/1058-0360(2009/08-0083). Epub 2009 Jul 30.Google Scholar
  3. 3.
    American College Health Association. American College Health Association-National College Health Assessment II: Reference Group Executive Summary Fall 2016. Hanover: American College Health Association; 2017. http://www.acha-ncha.org/docs/NCHA-II_FALL_2016_REFERENCE_GROUP_EXECUTIVE_SUMMARY.pdf.
  4. 4.
    Conti-Ramsden G, et al. Adolescents with a history of specific language impairment (SLI): strengths and difficulties in social, emotional and behavioral functioning. Res Dev Disabil. 2013;34(11):4161–9.CrossRefPubMedPubMedCentralGoogle Scholar
  5. 5.
    Individuals with Disabilities Education Act, 20 U.S.C. § 1400. 1990.Google Scholar
  6. 6.
    Newman L, et al. Comparisons across time of the outcomes of youth with disabilities up to 4 years after high school. A report of findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2). NCSER 2010-3008. National Center for Special Education Research; 2010.Google Scholar
  7. 7.
    Newman L, Wagner M, Knokey A.-M, Marder C, Nagle K, Shaver D, Wei X, Cameto R, Contreras E, Ferguson K, Greene S, Schwarting M. the post-high school outcomes of young adults with disabilities up to 8 years after high school. A report from the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2011-3005). Menlo Park: SRI International; 2011.Google Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Northwestern University, Feinberg School of MedicineChicagoUSA

Personalised recommendations