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This study investigated the decision-making strategies of learning disabled (LD) and non-leaming disabled (NLD) adult students using the information-processing model outlined by Kolligian and Stemberg (1987) and process-tracing analysis. As predicted by Kolligian and Sternberg (1987), LD adult students were unable to selectively encode the problem or make selective comparisons and combinations of the dimensions; that is, they did not use "skilled omission". LD adult students searched exhaustively, used more information and demonstrated less variability in their search patterns than their non-disabled peers. These strategies imply the use of compensatory decision models (e.g. additive model in which the dimensions are examined and integrated) which are less cognitively efficient. By contrast, the NLD students employed "skilled omission " and eliminated many aspects of the decision problem. They adopted non-compensatory decision models (e.g. elimination-by-aspects model), which are more cognitively efficient. When task complexity was increased, both groups differentially modified their strategies; however, the NLD students made more adaptations. The results support Kolligian and Sternberg's (1987) information-processing theoretical framework, in particular their componential deficient approach to assessing the cognitive strategies of learning disabled students. Implications for teaching practices and study programs in post-secondary institutions are discussed. The number of adult students with disabling conditions who attend post-secondary educational institutions has increased dramatically over the past ten to fifteen years. Some of the reasons for the increased interest and enrolment include (a), pressure from self-help and advocacy groups to accept, and accommodate students with special learning needs; (b), awareness of the broadening "social mission' of institutions to provide opportunities for students with disabling conditions: and (c), commitment by government agencies to the integration of disabled adults into the 'mainstream' of society (Wilchesky, 1986). Consequently, many adults with disabling conditions are seeking to further their education and undertake new career directions. Where as the need to ensure accessibility to further education has been widely recognised, the needs of students with learning disabilities vary considerably, making it difficult for post-secondary institutions to determine and provide a variety of educational programs and instructional strategies to accommodate them (Defur and Taymans, 1995). The purpose of this research is to provide educators with an understanding for the nature of the information-processing strategies used by leaning disabled adult students. It is thought that this knowledge might inform those involved in the teaching-learning process and promote the development of appropriate study skills programs by students counselling services. The research focuses on decision making, a cognitive activity that occurs frequently in everyday life and in the pursuit of academic learning.

the australian journal of teacher education

An investigation of the decision making strategies of learning disabled (LD) and non disabled (NLD) adult students using information processing theory: Implications for educators.