Using the Stepped Care Model to Empower University Students With Learning Disabilities

Bibliographic Data

ID21653164
AuthorsJustin G Jacques (Counseling and Psychological Services The George Washington University), Justin Jacques (0000-0002-8574-5380, George Washington University, corresponding author), Nicholas R Abel (College of Education Butler University)
Year2020
Volume23
Issue1
Pages85-96
Publication date2020-04-01
Open AccessYes
TypeARTICLE
VenueJournal of College Counseling (JOURNAL)
Journal identifiersISSN: 1099-0399 • E-ISSN: 2161-1882
PublisherWiley (PUBLISHER • GB)
DOI10.1002/jocc.12151
OpenAlexW3017362459
LanguageEN
Citations received3
References cited27

Students with learning disabilities face several challenges in postsecondary education settings. The authors explore the issue and shed light on the importance of self‐advocacy for academic success. The stepped care model (SCM) is suggested as an approach to assist college students with learning disabilities in developing these skills and obtaining services. A brief case example from 1 of the authors' work is shared to illustrate the use of the SCM with a student with a learning disability

Developmental psychology · Learning disability · Mathematics education · Medical education · Pedagogy · Applied Psychology · Disability Education and Employment · Educational and Psychological Assessments · Family and Disability Support Research · Psychology

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Open DOISci-HubOpen Access