Skip to main content
SpringerLink
Log in
Book cover

Treating NVLD in Children pp 247–279Cite as

Social and Cultural Capital for Students with NVLD: The Transition to College

  • Chapter
  • First Online:

  • 1266 Accesses

Abstract

The interaction of multiple ecological systems such as the individual, family, and school will influence and adolescent’s developmental trajectory into adulthood (Bronfenbrenner, 1974, 1986). Young adults with a foundation of positive traits in these domains will be best prepared for the transition to college and future independence. However, for some adolescents with nonverbal learning disorder (NVLD), the transition to independence can present challenges. Resilience traits that youth develop over time will have a significant effect on developmental outcomes (Rutter, 1987). For those who plan to attend college some predictive traits of those students who will be successful include a good academic self-concept, high educational aspirations, positive mental health, emotional maturity, independent living, and self-advocacy skills. These attributes will not only impact the initial transition to college but can later have a positive effect on retention, graduation, and employment outcomes for adults with NVLD (Brodeur, 2006; Smith, English, & Vasek, 2002; Wehmeyer & Palmer, 2003; Yu, Xiu-Zhu, Ai-Shu, & Zhang, 2008).

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   129.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Adolescent Autonomy Checklist. (1987). Family to Family Health Center. Retrieved July 4, 2012, from http://www.spannj.org/Family2Family/adolescent_autonomy_checklist.htm

  • Adreon, D., & Durocher, J. S. (2007). Evaluating the college transition needs of individuals with high-functioning autism spectrum disorders. Intervention in School and Clinic, 42, 271–279.

    Article  Google Scholar 

  • Antshel, K., & Joseph, G. R. (2006). Maternal stress in non-verbal learning disorder: A comparison with reading disorder. Journal of Learning Disabilities, 39(3), 194–205.

    Article  PubMed  Google Scholar 

  • Association of Higher Education and Disability. (2011). Supporting Accommodation Requests: Guidance on Documentation Practices. Retrieved April 2012 from http:/www.ahead.org/resources/documentation_guidance. Barnard-Brak, L., Davis, T., Tate, A., & Sulak, T. (2009). Attitudes as a predictor of college ­students requesting accommodations. Journal of Vocational Rehabilitation, 31(3), 189–198.

    Google Scholar 

  • Bates, B. (1997). Transitions: Issues for the adult learner with learning disabilities. LINKAGES, Linking Literacy & Learning Disabilities, 4(1).

    Google Scholar 

  • Bates, P., & Davis, F. A. (2004). Social capital, social inclusion and services for people with learning disabilities. Disability & Society, 19(3), 195–207.

    Article  Google Scholar 

  • Bays, D. A., & Crockett, J. B. (2007). Investigating instructional leadership for special education. Exceptionality, 15(3), 143–161.

    Article  Google Scholar 

  • Beilke, J. R., & Yssel, N. (1999). The chilly climate for students with disabilities in higher education. College Student Journal, 33(3), 364–371.

    Google Scholar 

  • Bettinger, E. P., & Baker, R. (2011). The effects of student coaching in college: An evaluation of a randomized experiment in student mentoring. Cambridge, MA: National Bureau of Economic Research. NBER Working Paper No. 16881.

    Book  Google Scholar 

  • Beyer, S., & Kaehne, A. (2008). The transition of young people with learning disabilities to employment: What works? Journal on Developmental Disabilities, 14(1), 85–94.

    Google Scholar 

  • Biederman, J., Monuteaux, M. C., Doyle, A. E., Seidman, L. J., Ferrero, F., Morgan, C., et al. (2004). Impact of executive function deficits and attention-deficit/hyperactivity disorder (ADHD) on academic outcomes in children. Journal of Consulting and Clinical Psychology, 72(5), 757–766.

    Article  PubMed  Google Scholar 

  • Bireley, M., Languis, M., & Williamson, T. (1992). Physiological uniqueness: A new perspective on the learning disabled/gifted child. Roeper Review, 15(2), 101–107.

    Article  Google Scholar 

  • Black, D. O. (2010). Review of ‘How to compromise with your school district without compromising your child: A field guide for getting effective services for children with special needs’. Journal Of Autism And Developmental Disorders, 40(6).

    Google Scholar 

  • Blume, A. W., Marlatt, G., & Schmaling, K. B. (2000). Executive cognitive function and heavy drinking behavior among college students. Psychology of Addictive Behaviors, 14(3), 299–302.

    Article  PubMed  Google Scholar 

  • Boatman, A., & Long, B. (2010). Does remediation work for all students? How the effects of postsecondary remedial and developmental courses vary by level of academic preparation. An NCPR working paper. New York, NY: Research on National Center for Postsecondary Education, National Center for Postsecondary Research.

    Google Scholar 

  • Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–248). New York: Greenwood.

    Google Scholar 

  • Brinckerhoff, L. C. (1993). Self-advocacy: A critical skill for college students with learning disabilities. Family & Community Health, 16(3), 23–33.

    Article  Google Scholar 

  • Brinckerhoff, L. C., Shaw, S. F., & McGuire, J. M. (1996). Promoting access, accommodations, and independence for college students with learning disabilities. In J. R. Patton & E. A. Pollock (Eds.), Learning disabilities: The challenges of adulthood (pp. 71–92). Austin, TX, US: PRO-ED.

    Google Scholar 

  • Brodeur, C. (2006). Building social competence in children with nonverbal learning disabilities: A preliminary study. Dissertation Abstracts International, 67.

    Google Scholar 

  • Bronfenbrenner, U. (1974). Is early intervention effective? Teachers College Record, 76(2), 279–303.

    Google Scholar 

  • Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723–742.

    Article  Google Scholar 

  • Brown, C. M. (2005). Parent home involvement and student achievement for Mexican-American and European American students with learning disabilities. Dissertation Abstracts International Section A, 66.

    Google Scholar 

  • Brunas-Wagstaff, J., Bergquist, A., Morgan, K., & Wagstaff, G. F. (1996). Impulsivity, interference on perceptual tasks and hypothesis testing. Personality and Individual Differences, 20(4), 471–482.

    Article  Google Scholar 

  • Bryan, T. (1994). The social competence of students with learning disabilities over time: A response to Vaughn and Hogan. Journal of Learning Disabilities, 27(5), 304–308.

    Article  Google Scholar 

  • Cawthon, S. W., & Cole, E. V. (2010). Postsecondary students who have a learning disability: Student perspectives on accommodations access and obstacles. Journal of Postsecondary Education and Disability, 23(2), 112–128.

    Google Scholar 

  • Children’s Administration Division of Children and Family Services. (2012, June 13). Washington State Department of Social and Health Services. Retrieved July 4, 2012, from http://www.dshs.wa.gov/pdf/ms/forms/10_267.pdf

  • Clegg, S. (2011). Cultural capital and agency: Connecting critique and curriculum in higher education. British Journal of Sociology of Education, 1, 93–108.

    Article  Google Scholar 

  • Cosden, M., Elliott, K., Noble, S., & Kelemen, E. (1999). Self-understanding and self-esteem in children with learning disabilities. Learning Disability Quarterly, 22(4), 279–290.

    Article  Google Scholar 

  • Cowles, J. R., & Keim, M. C. (1995). The graduation rate, intellectual functioning level, and matriculation time of university students with learning disabilities. College Student Journal, 2, 145–149.

    Google Scholar 

  • DaDeppo, L. W. (2009). Integration factors related to the academic success and intent to persist of college students with learning disabilities. Learning Disabilities Research and Practice, 24(3), 122–131.

    Article  Google Scholar 

  • Dalton, E. (2010). The relationship between assistive technology state standards for teachers, assistive technology implementation, and student performance in the context of evidence-based practice. Dissertation Abstracts International Section A, 70.

    Google Scholar 

  • Davis, J. M., & Broitman, J. (2011). Nonverbal learning disabilities in children: Bridging the gap between science and practice. New York: Springer.

    Book  Google Scholar 

  • Demerjian, M. (1996). Matriculation project: Prerequisite challenges. Santa Clarita, CA: Office of Institutional Development.

    Google Scholar 

  • Denhart, H. (2008). Deconstructing barriers: Perceptions of students labeled with learning disabilities in higher education. Journal of Learning Disabilities, 41(6), 483–497.

    Article  PubMed  Google Scholar 

  • Dipeolu, A. O. (2007). Career instruments and high school students with learning disabilities: Support for the utility of three vocational measure. Journal of Career Development, 34(1), 59–78.

    Article  Google Scholar 

  • Dole, S. (2000). The implications of the risk and resilience literature for gifted students with learning disabilities. Roeper Review, 23(2), 91–96.

    Article  Google Scholar 

  • Dorow, R. (2011). Transition planning for postsecondary students with disabilities: Espoused versus actual transition planning. Dissertation Abstracts International Section A.

    Google Scholar 

  • Duncan, N. (2003). Awkward customers? Parents and provision for special educational needs. Disability & Society, 18(3), 341–356.

    Article  Google Scholar 

  • Echemendía, R. J. (2006). Cultural perspectives in pediatric rehabilitation. In J. E. Farmer, J. Donder, & S. Warschausky (Eds.), Treating neurodevelopmental disabilities: Clinical research and practice (pp. 289–307). New York, NY: Guilford Press.

    Google Scholar 

  • Edward, K. (2005). Resilience: A protector from depression. Journal of the American Psychiatric Nurses Association, 11(4), 241–243.

    Article  Google Scholar 

  • Fast, Y. (2003). Employment for individuals with Asperger syndrome or non-verbal learning disability: Stories and strategies. London, England: Jessica Kingsley Publishers.

    Google Scholar 

  • Finn, L. L. (1999). Learning disabilities programs at community colleges and four-year colleges and universities. Community College Journal of Research and Practice, 23(7), 629–639.

    Article  Google Scholar 

  • Fitchen, C., Asuncion, J. V., Barile, M. F., Myrtis, E., Robillard, C., Judd, D., et al. (2002). Access to information and instructional technologies in higher education I: Disability service providers’ perspective. Journal of Postsecondary Education and Disability, 17(2), 114–133.

    Google Scholar 

  • Foley, N. E. (2006). Preparing for college: Improving the odds for students with learning disabilities. College Student Journal, 40(3), 641–645.

    Google Scholar 

  • Forrest, K. (2003). Overcoming unintentional barriers with intentional strategies: Educating faculty about student disability. Teaching of Psychology, 30(3), 270–276.

    Article  Google Scholar 

  • Foster Heckman, E., Brown, S. E., & Roberts, K. D. (2007, November). Mentoring partnership project: Exploring mentoring practices for students with disabilities in postsecondary education. The George Washington University HEATH Resource Center. Retrieved July 27, 2011, from http://www.heath.gwu.edu/assets/24/heath_mentoring_partnership_project.pdf

  • Furstenberg, F. (2006). Diverging Development: The not-so-invisible hand of social class in the United States. Paper presented at the Society for Research on Adolescents. San Francisco: The Network on Transitions to Adulthood.

    Google Scholar 

  • Ganschow, L., Philips, L., & Schneider, E. (2001). Closing the gap: Accommodating students with language learning disabilities in college. Topics in Language Disorders, 21(2), 17–37.

    Google Scholar 

  • Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37, 4–15.

    Article  PubMed  Google Scholar 

  • Gerrard-Morris, A. (2008). Internalized socioemotional functioning of children and adolescents with nonverbal learning disability and Asperger’s syndrome. Dissertation Abstracts International, 68.

    Google Scholar 

  • Gomez, C. (2011). Students with disabilities that impact behavior require more than accommodations. Disability Compliance for Higher Education. Retrieved June 29, 2011, from http://www.disabilitycompliancefhttp://webany.net/Sites/wileyDHE-ada/sample-articles/disabilities-impact-behavior-require-more.aspx

  • Gómez, M., Molina, T., Benítez, P., & de Torres, J. (2007). Predicting proficiency in signed language interpreting: A preliminary study. Interpreting, 9(1), 71–93.

    Google Scholar 

  • Graham Smith, S., English, R., & Vasek, D. (2002). Student and parent involvement in the transition process for college freshmen with learning disabilities. College Student Journal, 36(4), 491–503.

    Google Scholar 

  • Graham-Smith, S., & Lafayette, S. (2004). Quality disability support for promoting belonging and academic success within the college community. College Student Journal, 38(1), 90–99.

    Google Scholar 

  • Gregg, N. (2007). Underserved and unprepared: Postsecondary learning disabilities. Learning Disabilities Research and Practice, 22(4), 219–228.

    Article  Google Scholar 

  • Griffin, G., & Targett, P. (2006). Job carving and customized employment. In P. Wehman (Ed.), Life beyond the classroom: Transition strategies for young people with disabilities (4th ed., pp. 289–307). Baltimore, MD: Paul H Brookes Publishing.

    Google Scholar 

  • Gugerty, J., & Knutsen, C. (2000). Serving students with significant disabilities in two-year colleges: ABLE program, longview community college. Lee’s Summit, MO: Wisconsin University.

    Google Scholar 

  • Gulian, E. (1986). The comparative efficiency of various rehearsal modes: A field experiment. Human Learning, 5(1), 45–57.

    Google Scholar 

  • Hadley, W. M. (2006). L.D. Students’ access to higher education: Self advocacy and support. Journal of Developmental Education, 30(2), 10–16.

    Google Scholar 

  • Hagen, J. W., et al. (1991). Implementing and evaluating a program for college students with learning disabilities. Washington, DC: Distributed by ERIC Clearinghouse.

    Google Scholar 

  • Harris, D. (1998). Non-verbal learning difficulties: More questions than answers. Educational Psychology in Practice, 13(4), 258–265.

    Article  Google Scholar 

  • Harris, J. (2007). The effect of labeling on the postsecondary student with learning disabilities: A phenomenological study. Dissertation Abstracts International Section A, 68.

    Google Scholar 

  • Harry, B. (1994). Behavioral disorders in the context of families. In S. Ishii-Jordan & R. L. Peterson (Eds.), Multicultural issues in the education of students with behavioral disorders (pp. 149–161). Cambridge, MA, US: Brookline Books.

    Google Scholar 

  • Hedrick, B., Dizén, M., Collins, K., Evans, J., & Grayson, T. (2010). Perceptions of college students with and without disabilities and effects of STEM and non-STEM enrollment on student engagement and institutional involvement. Journal of Postsecondary Education & Disability, 23(2), 129–136.

    Google Scholar 

  • Herrera, C., Sipe, C., McClanahan, W., Arbreton, A. J., & Pepper, S. (2000). Mentoring school-age children: Relationship development in community-based and school-based programs. Philadelphia, PA: National Mentoring Partnership Public Policy Council.

    Google Scholar 

  • Howell, J. S. (2011). What influences students’ need for remediation in college? Evidence from California. Journal of Higher Education, 82(3), 292–318.

    Article  Google Scholar 

  • Hudson, W. (2008). The relationship between academic self-efficacy and resilience to grades of students admitted under special criteria. Dissertation Abstracts International Section A, 68.

    Google Scholar 

  • Ijiri, L., Carroll, J., Fletcher, S., Hubbard, L., Manchester, J., & Van Someren, D. (1998). A comprehensive model of a post-secondary learning disabilities program: The program for advancement of learning (PAL) at Curry college. Washington, DC: ERIC Clearinghouse Languages and Linguistics.

    Google Scholar 

  • Janiga, S., & Costenbader, V. (2002). The transition from high school to postsecondary education for students with learning disabilities: A survey of college service coordinators. Journal of Learning Disabilities, 35(5), 463–470.

    Article  Google Scholar 

  • Johnson, G., Zascavage, V., & Gerber, S. (2008). Junior college experience and students with learning: Implications for success at the four year university. College Student Journal, 42(4).

    Google Scholar 

  • Kawanishi, K. T. (2005). Trends and issues in research on the self-perception of students with learning disabilities: Self-perception problems of students with LD and their relationships with others. Japanese Journal of Special Education., 42(6), 531–546.

    Google Scholar 

  • Kerka, S. (2002). Learning disabilities and career development. Practice application brief no. 20. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education.

    Google Scholar 

  • King, K. A. (2009). A review of programs that promote higher education access for underrepresented students. Journal of Diversity in Higher Education, 2(1), 1–15.

    Article  Google Scholar 

  • Klassen, R. M., Krawchuk, L. L., Lynch, S. L., & Rajani, S. (2008). Procrastination and motivation of undergraduates with learning disabilities: A mixed-methods inquiry. Learning Disabilities Research and Practice, 23(3), 137–147.

    Article  Google Scholar 

  • Kochhar-Bryant, C., Bassett, D. S., & Webb, K. W. (2009). Transition to postsecondary education for students with disabilities. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Kochhar-Bryant, C. A., & Vreeburg, I. (2006). Access to post-high school services: Transition assessment and summary of performance. Career Development and Exceptional Individuals, 29(2), 70–89.

    Article  Google Scholar 

  • Kortering, L. J., Braziel, P. M., & McClannon, T. W. (2010). Career ambitions: A comparison of youth with and without SLD. Remedial and Special Education, 31(4), 230–240.

    Article  Google Scholar 

  • Laird, B. (2009). The trouble with transferring: It shouldn’t be so difficult. The Chronicle of Higher Education, 55(29), B22.

    Google Scholar 

  • Little, L. (1999). The misunderstood child: The child with a nonverbal learning disorder. Journal of the Society of Pediatric Nurses, 4(3), 113–121.

    Article  PubMed  Google Scholar 

  • Lombardi, A., Gerdes, H., & Murray, C. (2011). Validating an assessment of individual actions, postsecondary supports, and social supports of college students with disabilities. Journal of Student Affairs Research and Practice, 48(1), 107–126.

    Article  Google Scholar 

  • Lugas, J., Timmons, C., & Smith, F. (2010). Vocational rehabilitation services received by youth with autism: Are they associated with an employment outcome? Retrieved October 2, 2011, from Institute for Community Inclusion.

    Google Scholar 

  • Madaus, J. W. (2006). Employment outcomes of university graduates with learning disabilities. Learning Disability Quarterly, 29(1), 19–31.

    Article  Google Scholar 

  • Maitland, T. (2011). Ready for take-off: Preparing your teen with ADHD or LD for college. Washington, DC: Magination Press/American Psychological Association.

    Google Scholar 

  • Malangko, M. C. (2009). Attitudes and willingness of California community college public safety (police, fire and emergency medical services) faculty to provide accommodations for students with learning disabilities. Dissertation Abstracts International Section A: Humanities and Social Sciences, 69(7-A), 2548.

    Google Scholar 

  • Mandic, C., Rudd, R., Hehir, T., & Acevedo-Garcia, D. (2012). Readability of special education procedural safeguards. The Journal of Special Education, 45(4), 195–203.

    Article  Google Scholar 

  • Mazurek, M. O., Shattuck, P. T., Wagner, M., & Cooper, B. P. (2012). Prevalence and Correlates of Screen-Based Media Use among Youths with Autism Spectrum Disorders.Journal Of Autism and Developmental Disorders, 42(8), 1757–1767.

    Google Scholar 

  • McKinney, J. D., & Speece, D. L. (1986). Academic consequences and longitudinal stability of behavioral subtypes of learning disabled children. Journal of Educational Psychology, 78(5), 365–372.

    Article  Google Scholar 

  • Merchant, D. J., & Gajar, A. (1997). A review of the literature on self advocacy components in transition programs for students with learning disabilities. Journal of Vocational Rehabilitation, 8(3), 223–231.

    Article  Google Scholar 

  • Miller, K. R. (2008). American sign language: Acceptance at the university level. Language, Culture and Curriculum, 21(3), 226–234.

    Article  Google Scholar 

  • Miller, C. R., Hinterlong, J., & Greene, A. (2010). Service learning and students with disabilities: Perspectives from a statewide model program in Florida. School Social Work Journal, 34(2), 71–89.

    Google Scholar 

  • Moore, R. S., Moore, M., Grimes, P. W., Millea, M. J., Lehman, M., Pearson, A., et al. (2007). Developing an intervention bridging program for at-risk students before the traditional pre-freshman summer program. College Student Journal, 40(1), 151–159.

    Google Scholar 

  • Morgan, K., & Norris, G. (2010). An exploration into the relevance of Dickman’s functional and dysfunctional impulsivity dichotomy for understanding ADHD-type behaviors. Individual Differences Research, 8(1), 34–44.

    Google Scholar 

  • Murray, C., & Naranjo, J. (2008). Poor, Black, learning disabled, and graduating: An investigation of factors and processes associated with school completion among high-risk urban youth. Remedial & Special Education, 29(3), 145–160. Murray, C., Wren, C. T., & Keys, C. (2008). University faculty perceptions of students with ­learning disabilities: Correlates and group differences. Learning Disability Quarterly, 31(3), 95–113.

    Article  Google Scholar 

  • National Joint Committee on Learning Disabilities (NJCLD). (2007). The documentation disconnect for students with learning disabilities: Improving access to postsecondary disability services. Learning Disability Quarterly, 30(4), 265–274.

    Article  Google Scholar 

  • NCD. (2010). Workforce infrastructure in support of people with disabilities: Matching human resources to service needs. Washington, DC: National Council on Disability.

    Google Scholar 

  • Nelson, J., Dodd, J., & Smith, D. (1990). Faculty willingness to accommodate students with learning disabilities: A comparison among academic divisions. Journal of Learning Disabilities, 23(3), 185–189.

    Article  PubMed  Google Scholar 

  • Nietupski, J. A., & Hamre-Nietupski, S. (2000). A systematic process for carving supported employment positions for people with severe disabilities. Journal of Developmental and Physical Disabilities, 12(1), 103–119.

    Article  Google Scholar 

  • Obudo, F. (2008). Teaching mathematics to students with learning disabilities: A review of literature. Online submission. ERIC, EBSCOhost (accessed December 28, 2012).

    Google Scholar 

  • Ofiesh, N. S. (2007). Math, science, and foreign language: Evidence-based accommodation decision making at the postsecondary level. Learning Disabilities Research and Practice, 22(4), 237–245.

    Article  Google Scholar 

  • Ofiesh, N. S., Hughes, C., & Scott, S. S. (2004). Extended test time and postsecondary student with learning disabilities: A model for decision making. Learning Disabilities Research and Practice, 19(1), 57–70.

    Article  Google Scholar 

  • Oster-Aaland, L. K., Sellnow, T. L., Nelson, P. E., & Pearson, J. C. (2004). The status of service learning in departments of communication: A follow-up study. Communication Education, 4, 348–356.

    Article  Google Scholar 

  • Parker, D. R., & Boutelle, K. (2009). Executive function coaching for college students with learning disabilities and ADHD: A new approach for fostering self-determination. Learning Disabilities Research and Practice, 24(4), 204–215.

    Article  Google Scholar 

  • Patwell, M., & Herzog, A. (2000). Bridging the gap: A disability services perspective on transition. Disability Studies Quarterly, 20(4).

    Google Scholar 

  • Pettit, G. S., Erath, S. A., Lansford, J. E., Dodge, K. A., & Bates, J. E. (2011). Dimensions of social capital and life adjustment in the transition to early adulthood. International Journal of Behavioral Development, 35(6), 482–489.

    Article  PubMed  Google Scholar 

  • Poelma, J. (2002). Do parent educational aspirations affect the educational aspirations of adolescents with learning disabilities? Dissertation Abstracts International, 62.

    Google Scholar 

  • Reed, M. J., Kennett, D. J., Lewis, T., & Lund-Lucas, E. (2011). The relative benefits found for students with and without learning disabilities taking a first-year university preparation course. Active Learning in Higher Education, 12(2), 133–142.

    Article  Google Scholar 

  • Reed, M. J., Kennett, D. J., Lewis, T., Lund-Lucas, E., Stallberg, C., & Newbold, I. L. (2009). The relative effects of university success courses and individualized interventions for students with learning disabilities. Higher Education Research and Development, 26(4), 385–400.

    Google Scholar 

  • Reynolds, J. R., & Baird, C. L. (2010). Is there a downside to shooting for the stars? Unrealized educational expectations and symptoms of depression. American Sociological Review, 75(1), 151–172.

    Article  Google Scholar 

  • Roberts, L. L., & Hoff Macan, T. (2006). Disability disclosure effects on employment interview ratings of applicants with nonvisible disabilities. Rehabilitation Psychology, 51(3), 239–246.

    Article  Google Scholar 

  • Robinson, C., & Gahagan, J. (2010). Coaching students to academic success and engagement on campus. About Campus, 15(4), 26–29.

    Article  Google Scholar 

  • Rojewski, J. W. (1996). Educational and occupational aspirations of high school seniors with learning disabilities. Exceptional Children, 62(5), 463–476.

    Google Scholar 

  • Rooney, G. (2012). Providing support services for college students with learning disabilities who are not native english speakers: The challenge of the LD/ESOL student. ERIC, EBSCOhost. Retrieved June 29, 2012.

    Google Scholar 

  • Rothman, T., Maldonado, J. M., & Rothman, H. (2008). Building self-confidence and future career success through a pre-college transition program for individuals with disabilities. Journal of Vocational Rehabilitation, 28(2), 73–83.

    Google Scholar 

  • Rothon, C., Goodwin, L., & Stansfeld, S. (2012). Family social support, community “social capital” and adolescents’ mental health and educational outcomes: A longitudinal study in England. Social Psychiatry and Psychiatric Epidemiology, 47(5), 697–709.

    Article  PubMed  Google Scholar 

  • Rourke, B. P. (2000). Neuropsychological and psychosocial subtyping: A review of investigations within the University of Windsor laboratory. Canadian Psychology/Psychologie Canadienne, 41(4), 34–51.

    Article  Google Scholar 

  • Ruiz, E. A. (2008). TRIO student support services: First-generation, low-income, and disabled students. UCLA community college bibliography. Community College Journal of Research and Practice, 32(8), 629–635.

    Article  Google Scholar 

  • Russo, C. J., & Osborne, A. (2008). Essential concepts and school-based cases in special education law. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Rutter, M. (1987). Psychosocial resilience and protective mechanisms. The American Journal of Orthopsychiatry, 57(3), 316–331. Salter, S. (2010). An exploratory study of secondary educator knowledge of disability legislation and its relationship to planning for the transition from secondary to postsecondary education settings. Dissertation Abstracts International Section A, 70.

    Article  PubMed  Google Scholar 

  • Sanders, A. L. (2012). Malingering by college students on evaluations for mathematics learning disabilities. Dissertation Abstracts International, 72.

    Google Scholar 

  • Sanford, C., Newman, L., Wagner, M., Knokey, A.-M., & Shaver, D. (2011). The post-high school outcomes of young adults with disabilities up to 6 years after high school. Key Findings from the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2011-3004). Menlo Park, CA: SRI International.

    Google Scholar 

  • Schulman, S. S. (1984). Psychotherapeutic issues for the learning disabled adult. Professional Psychology: Research and Practice, 15(6), 856–867.

    Article  Google Scholar 

  • Scorgie, K. K., Kildal, L., & Wilgosh, L. (2010). Post-secondary students with disabilities: Issues related to empowerment and self-determination. Developmental Disabilities Bulletin, 38(1–2), 133–145.

    Google Scholar 

  • Scott, J. (1995). Academic freedom as an ethical practice. Academe, 81(4), 44–48.

    Google Scholar 

  • Seidman, L. J., Biederman, J., Monuteaux, M. C., Doyle, A. E., & Faraone, S. V. (2001). Learning disabilities and executive dysfunction in boys with attention-deficit/hyperactivity disorder. Neuropsychology, 15(4), 544–556.

    Article  PubMed  Google Scholar 

  • Semrud-Clikeman, M., Walkowiak, J., Wilkinson, A., & Minne, E. (2010). Direct and indirect measures of social perception, behavior, and emotional functioning in children with Asperger’s disorder, nonverbal learning disability, or ADHD. Journal of Abnormal Child Psychology, 38(4), 509–519.

    Article  PubMed  Google Scholar 

  • Shane, J. (2008). The impact of special education mediation which reaches agreement on the ongoing relationships between the parents of a child with special needs and school personnel involved with the child. Dissertation Abstracts International Section A, 65.

    Google Scholar 

  • Skinner, M. E. (2007). Faculty willingness to provide accommodations and course alternatives to postsecondary students with learning disabilities. International Journal of Special Education, 22(2), 32–45. Smith, K. Y. (2012). The impact of parental involvement on student achievement. Dissertation Abstracts International Section A, 72.

    Google Scholar 

  • Smith, S. G., English, R., & Vasek, D. (2002). Student and parent involvement in the transition process for college freshmen with learning disabilities. College Student Journal, 34(4), 491–503.

    Google Scholar 

  • Smith, J. J., & Young, K. (2004). Issues in transition from school to postsecondary education: Focus on students with learning disabilities. In E. M. Levinson (Ed.), Transition from school to post-school life for individuals with disabilities: Assessment from an educational and school psychological perspective (pp. 217–249). Springfield, IL: Charles C. Thomas Publisher.

    Google Scholar 

  • Sparks, R. L. (2009). If you don’t know where you’re going, you’ll wind up somewhere else: The case of “foreign language learning disability”. Foreign Language Annals, 42(1), 7–26.

    Article  Google Scholar 

  • Speece, D. L., McKinney, J. D., & Appelbaum, M. I. (1985). Classification and validation of behavioral subtypes of learning-disabled children. Journal of Educational Psychology, 77(1), 67–77.

    Article  Google Scholar 

  • Stadler, M. A. (1995). Role of attention in implicit learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(3), 674–685. Stanton-Salazar, R. D. (2011). A social capital framework for the study of institutional agents and their role in the empowerment of low-status students and youth. Youth & Society, 43(3), 1066–1109. doi:10.1177/0044118X10382877

    Article  Google Scholar 

  • Stumbo, N. J., Martin, J. K., Noststrom, D., Rolfe, T., Burgstahler, S., Whiney, J., et al. (2010). Evidence-based practices in mentoring students with disabilities: Four case studies. Journal of Science Education for Students with Disabilities, 14(1), 33–54.

    Google Scholar 

  • Summers, P. P. (2000). The roots of leadership. Psychology, 37(1), 27–36.

    Google Scholar 

  • Swain, J. (1993). A vocational special college: Preparing students for a participatory democracy? Disability, Handicap & Society, 8(3), 295–309.

    Article  Google Scholar 

  • Taylor, J., & House, B. (2010). An exploration of identity, motivations and concerns of non-­traditional students at different stages of higher education. Psychology Teaching Review, 1, 46–57. Taymans, J. M., West, L. L., & Sullivan, M. (2000). Unlocking potential: College and other choices for people with LD and AD/HD. Bethesda, MD US: Woodbine House.

    Google Scholar 

  • Troiano, P. F., Liefeld, J. A., & Trachtenberg, J. V. (2010). Academic support and college success for postsecondary students with learning disabilities. Journal of College Reading and Learning, 40(2), 35–44.

    Google Scholar 

  • Vogel, S. A., & Adelman, P. B. (1992). The success of college students with learning disabilities: Factors related to educational attainment. Journal of Learning Disabilities, 25(7), 430–441.

    Article  PubMed  Google Scholar 

  • Vogel, S., Leyser, Y., Wyland, S., & Brulle, A. (1999). Students with learning disabilities in higher education: Faculty attitude and practices. Learning Disabilities Research and Practice, 14(3), 173–186.

    Article  Google Scholar 

  • Wehmeyer, M. L., & Palmer, S. B. (2003). Adult outcomes for students with cognitive disabilities three-years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38(2), 131–144.

    Google Scholar 

  • Weinstein, C., Wolf, L. E., & Schreiber, H. (2008). The professional student with a learning disorder: Focus on medicine and law. In L. E. Wolf, H. E. Schreiber, & J. Wasserstein (Eds.), Adult learning disorders: Contemporary issue (pp. 159–190). New York: Psychology Press.

    Google Scholar 

  • Wells, J. W. (2006). Exploring relative cognitive strengths among rigorously selected private school students with ADHD. Dissertation Abstracts International, 66.

    Google Scholar 

  • Wildhagen, T. (2009). Why does cultural capital matter for high school academic performance? An empirical assessment of teacher-selection and self-selection mechanisms as explanations of the cultural capital effect. The Sociological Quarterly, 1, 173–200.

    Article  Google Scholar 

  • Wilson, M. G., Carvalho, M., & Alvarez, A. E. (2007). Consortia for future leadership: Student perspectives. Journal of Applied Rehabilitation Counseling, 38(3), 25–30.

    Google Scholar 

  • Wood, E. Z., Gentile, P., Archer, K., De Pasquale, D., & Nosko, A. (2012). Examining the impact of off-task multi-tasking with technology on real-time classroom learning. Computers in Education, 58(1), 365–374.

    Article  Google Scholar 

  • Wurm, T. (1999). Students’ understanding of learning disabilities and their acceptability ratings of special education placements. Dissertation Abstracts International Section A, 59.

    Google Scholar 

  • Yu, H., Xiu-Zhu, Z., Ai-Shu, L., & Zhang, Y. (2008). Characteristics of social information processing in children with nonverbal learning disabilities. Chinese Mental Health Journal, 22(11), 787–790. 795.

    Google Scholar 

  • Yuen, J. L., & Shaughnessy, B. (2001). Cultural empowerment: Tools to engage and retain postsecondary students with disabilities. Journal of Vocational Rehabilitation, 16(3–4), 199–207.

    Google Scholar 

  • Zeleke, S. (2004). Differences in self-concept among children with mathematics disabilities and their average and high achieving peers. International Journal of Disability, Development and Education, 3, 253–269.

    Article  Google Scholar 

  • Zhang, Y., & Chan, T. (2007). An interim report on the Student Support Services program: 2002–03 and 2003–04, with select data from 1998–2002. US Department Office of Postsecondary Education (ED) Washington, DC, & American Institutes for Research (CRESS), Kensington, MD.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Accessibility Services, California State University, East Bay, 25800 Carlos Bee Blvd, Hayward, CA, 94542-3095, USA

    Catherine M. Brown Ph.D. & Bridget Leary

Authors
  1. Catherine M. Brown Ph.D.
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Bridget Leary
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Catherine M. Brown Ph.D. .

Editor information

Editors and Affiliations

  1. , Clinic and Training Center, San Francisco Psychotherapy Research Gro, Funston St. 9, San Francisco, 94129, California, USA

    Jessica Broitman

  2. California State University, East Bay, Carlos Bee Blvd. 25800, Hayward, 94542-3095, California, USA

    John M. Davis

Rights and permissions

Reprints and permissions

Copyright information

© 2013 Springer Science+Business Media New York

About this chapter

Cite this chapter

Brown, C.M., Leary, B. (2013). Social and Cultural Capital for Students with NVLD: The Transition to College. In: Broitman, J., Davis, J. (eds) Treating NVLD in Children. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-6179-1_12

Download citation

Publish with us

Policies and ethics

Search

Navigation