The Impact of Reasoning Weaknesses on the Ability of Postsecondary Students with Learning Disabilities to Select a College Major
We used the Learning Disabilities Diagnostic Inventory (LDDI) (Hammill & Bryant, 1998) to examine the reasoning ability of freshmen with learning disabilities. Relevant components of the LDDI Reasoning scale include items on generalization, problem solving, executive functioning, and understanding consequences. These components impact the self-determination skills necessary for making informed decisions. Students with learning disabilities indicated increased but intermittent intrinsic processing weaknesses in reasoning. We examine the plausible impact of the reasoning weaknesses on a student's ability to select a major. We also identify resources that advisors can use to facilitate the student's ability to select an appropriate college major.
Contributor Notes
Carol A. Layton, assistant professor, is an assessment specialist at Texas Tech University. Her interests include the authentic assessment of intrinsic processing disorders and the synthesis of evaluation results in planning successful postsecondary interventions. Interested readers may contact the author at carol.layton@ttu.edu.
Robin H. Lock is an associate professor at Texas Tech University. Her research interests include the role of intrinsic processing disorders in the diagnosis of learning disabilities and the impact of successful accommodations for university students.
