Social policy and its application to students with learning disabilities in US institutes of higher education

2001 ◽  
Vol 21 (3) ◽  
pp. 38-59
Author(s):  
Briley E. Proctor
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
Social Policy ◽  
Students With Learning Disabilities

scholarly journals Students with Specific Learning Disabilities in the Higher Education System in Israel: Successes and Challenges

2019 ◽  
Vol 42 (1) ◽  
pp. 123-140
Author(s):  
Ronit Mandelblit
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
Education System ◽  
Students With Learning Disabilities ◽  
Higher Education System ◽  
The World ◽  
Uniform Policy ◽  
Successes And Challenges ◽  
Very High ◽  
Specific Learning

SummaryStudies show the very high probability that a child with learning disabilities will grow up to be an adult with learning disabilities and will experience difficulties in his academic or professional studies and in the world of employment. Today, there is an increase in the number of students with learning disabilities in academic institutions in Israel and around the world, with the extent of students with learning disabilities in Israel being estimated at up to 15% of diagnosed students. The article discusses the problem that most studies address children and teens with learning disabilities, while knowledge about coping with students with learning disabilities in the higher education system is limited. Moreover, there seems to be no uniform policy on supporting these students. The article is addressed to policymakers and lawmakers in Israel’s higher education system, with the aim of presenting current support and proposing changes and improvements intended for these students.

A Model Program for the Success of College Students with Attention and Learning Disorders

2019 ◽  
pp. 103-119
Author(s):  
Cynthia Demetriou ◽  
Gabrielle Miller ◽  
Laurel Mason ◽  
Christine Salvesen
Keyword(s):  
Higher Education ◽  
College Students ◽  
Learning Disabilities ◽  
The United States ◽  
Learning Disorders ◽  
Model Program ◽  
Students With Learning Disabilities ◽  
High Expectations ◽  
Optimal Outcomes ◽  
Legal Structures

Internationally, institutions of higher education have been called upon to engage college students with learning disabilities in campus life, to provide effective learning supports, and to hold high expectations (Tinto, 2012). Model programs providing comprehensive support to college students with learning disabilities are few and far between. As the number of college students needing learningsupport increases across many countries, there is a critical demand to identify programs and approaches that produce optimal outcomes for students. This article provides an overview of the legal structures on which supports for individuals with disabilities are based in the United States in comparison to Italy.For nearly forty years, a U.S. program called Strategic Alternative Learning Techniques (SALT) Center has extended federally mandated supports in to higher education. As Italy grows its tertiary programs and supports for students with learning disabilities, the SALT Center may serve as a helpful model program.

Defining College Readiness for Students with Learning Disabilities: A Delphi Study

2009 ◽  
Vol 12 (4) ◽  
pp. 2156759X0901200
Author(s):  
Amy Milsom ◽  
Dietz Lauren
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Learning Disabilities ◽  
College Readiness ◽  
School Counselors ◽  
Delphi Study ◽  
Transition Planning ◽  
Expert Panel ◽  
Students With Learning Disabilities ◽  
Postsecondary Transitions

A Delphi study was used to examine the construct of college readiness for students with learning disabilities. An expert panel of 29 individuals with backgrounds in special education, postsecondary transitions, higher education, and/or counseling identified and rated the importance of knowledge, skills, attitudes, and other factors they believe to be important for students with learning disabilities to be successful in college. Suggestions for how school counselors can use the results to guide postsecondary transition planning interventions are provided.

Online and Academic Procrastination in Students With Learning Disabilities: The Impact of Academic Stress and Self-Efficacy

2021 ◽  
pp. 003329412098811
Author(s):  
Zehava Niazov ◽  
Meirav Hen ◽  
Joseph R. Ferrari
Keyword(s):  
Higher Education ◽  
College Students ◽  
Learning Disabilities ◽  
Self Efficacy ◽  
Academic Stress ◽  
Students With Learning Disabilities ◽  
Steady Growth ◽  
Students With Ld ◽  
The Impact ◽  
Academic Self Efficacy

The steady growth in the number of college students with learning disabilities (LD) increases the need to investigate their unique characteristics and behaviors in academia. The present study examined the differences in academic and online procrastination, academic stress, and academic self-efficacy between college students with and without LD. In addition, the relationship between these variables was examined. It was assumed that the difficulties experienced by college students with LD would lead them to increased levels of academic stress, and academic and online procrastination. The results showed significant differences in the levels of all variables except online procrastination between students with (n = 77) and without (n = 98) LD. Further analysis indicated that academic stress and academic self-efficacy mediated the link between LD and academic and online procrastination. These findings support the notion that during higher education, students with LD experience more difficulties than students without LD, which at times will lead them to increased levels of procrastination. However, further studies are needed to understand the nature of online procrastination in students with LD in higher education.

scholarly journals The Transition and Adjustment to First-Year Students with Specific Learning Disabilities

2019 ◽  
Vol 17 (1) ◽  
Author(s):  
Wanda M. Hadley
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
Students With Disabilities ◽  
Colleges And Universities ◽  
First Year ◽  
Students With Learning Disabilities ◽  
Individuals With Disabilities ◽  
First Year Students ◽  
Transition To Higher Education ◽  
Education Act

Students with learning disabilities are one of the fastest growing student population attending colleges and universities. Students with learning disabilities in the pre-kindergarten through twelfth grade (PK-12) educational system are protected by the Education of All Handicapped Children Act of 1975 and the Individuals with Disabilities Education Act (IDEIA) of 1990/Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. Conversely, when students with learning disabilities transition to higher education they are no longer covered by these legislations. Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990 prohibit colleges and universities from discriminating against students with disabilities and mandate that accommodations be provided. The types and levels of accommodations and services offered in higher education, however, are not as extensive as those required to be provided in the PK-12 system. This article comes from a four-year study of the same group of 10 first-year students with dyslexia and/or reading problems. It chronicles their adjustments to the academic expectations of the college environment as they transitioned from high school to college. Chichering (1969; Chickering & Reisser, 1993) provies the theoretical framework for the study. The study begins durign the students' first year of college and concludes four years later when the students are seniors preparing to graduate. Questions in the study were asked of the students over a four-year period.

scholarly journals STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN GREEK HIGHER EDUCATION: ICTS AS A VITAL TOOL FOR INCLUSION

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Asimina Riga ◽  
Vasiliki Ioannidi ◽  
Nikolaos Papayiannis
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
Inclusive Education ◽  
Professional Training ◽  
Educational Needs ◽  
Local Policy ◽  
Special Educational Needs ◽  
Students With Learning Disabilities ◽  
Discriminatory Practice ◽  
Made In

<p>The present paper intends to report and analyze ongoing practices and policies with respect to the inclusion of Students with Special Educational Needs (SEN) and/or disabilities into Higher Education in Greece. To achieve this goal, the researchers systematically searched the current literature sources to find out the extent to and the ways in which European priorities set by article 24 of the Convention on the Rights of Inclusion of Persons with Special Educational Needs and/or Disabilities, have been advocated by Greek educational policy within the Higher Education context. Actually, the literature review demonstrates the existing law framework of the Greek national and local policy whose purpose is to promote the development and implementation of digitally assisted services which ought to take into consideration the needs of students with learning disabilities and comply with the international strides calling for a broader inclusive education. The results of this review showed that Greek universities have endeavored to respond successfully to the Greek legislation’s mandates and to fully address anti-discriminatory practice. However, more adjustments and decisive progress steps have to be made in relation to the curriculum and to teachers’ professional training to ensure all students’ inclusion.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0606/a.php" alt="Hit counter" /></p>

Sign in / Sign up

Export Citation Format

Share Document