One hundred seven faculty members at a northwestern college responded to a questionnaire devised to assess faculty willingness to provide students with learning disabilities instructional, assignment, examination, and special assistance accommodations. Faculty responses to the questionnaire were analyzed to determine if differences existed among faculty in the colleges of Education, Business, and Arts and Sciences. Results indicate that, in general, faculty were willing to provide students with learning disabilities accommodations, but that differences exist among the three academic divisions as to faculty willingness to provide students accommodations. The implications of these results for colleges and universities and future research are discussed.

Designers and producers of instructional materials lack a common design language. As a result, producers have difficulties translating design documents into technical specifications. The 3D-model is introduced to improve the stratification, elaboration and formalisation of design documents. It is hypothesised that producers working with improved documents ( n = 8) show a more efficient translation process and more satisfaction with the design documents than producers working with traditional documents ( n = 8). As expected, in the improved documents group, a higher agreement was found between the design documents and the technical specifications, which also required less time and less perceived cognitive load for their production. There were no differences in satisfaction with the design documents. The study shows that designers, working with the 3D-model, are able to improve design documents, resulting in a better translation process.

Recent federal mandates have increased training requirements of special education and Title I paraprofessionals. State and local education agencies face challenges in meeting the mandates, such as locating and selecting from available training options, deploying local experts to deliver training, and funding development and delivery efforts. One alternative is to deliver a live, Internet-based course with real-time video and audio. In a 10-week course, an instructor interacted with groups of 16 to 20 paraprofessional participants at three remote sites. Site coordinators managed instruction and assisted participants at each site. In this article, authors describe the curriculum, instructional format, and technology, then summarize course evaluation data, and finally, examine the capacity of the delivery system in relation to training mandates.

The purpose of this study was to assess the effects of learning strategy instruction on the completion of job applications by students identified as learning disabled. Thirty-three students (average age 15 years 6 months) were randomly assigned by grade and gender to one of two experimental conditions: learning strategy instruction or traditional instruction. The result was 16 students (10 boys and 6 girls) being placed under the learning strategy instruction condition and 17 students (10 boys and 7 girls) being placed under the traditional instruction condition. Results indicated that in addition to statistically significant lower numbers of information omissions and information location errors, holistic ratings of the overall neatness of the job applications were significantly higher for those students under the learning strategy instruction condition. In addition to these positive changes in the performance measures, social validity data suggest that students under the learning strategy condition would be more likely to receive an invitation for a job interview. The findings and future research needs are discussed.

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