scholarly journals Inside and Out: Factors That Support and Hinder the Self-Advocacy of Undergraduates with ADHD and/or Specific Learning Disabilities in STEM

2021 ◽  
Vol 20 (2) ◽  
pp. ar17
Author(s):  
Mariel A. Pfeifer ◽  
Eve Melanie Reiter ◽  
Julio J. Cordero ◽  
Julie Dangremond Stanton
Keyword(s):  
College Students ◽  
Learning Disabilities ◽  
Academic Success ◽  
Students With Disabilities ◽  
Specific Learning Disabilities ◽  
The Self ◽  
Self Advocacy ◽  
Students With Adhd ◽  
Specific Learning

Self-advocacy is linked to academic success and retention of students with disabilities in college. Students with ADHD and/or specific learning disabilities were interviewed to identify supports and barriers to self-advocacy in undergraduate STEM courses. STEM instructors can be supports or barriers, which influences students’ accommodation use.

scholarly journals A Brief Research Report on the Perception and Satisfaction of Italian University Students With Disabilities and Specific Learning Disabilities at the Emergency Remote Teaching During the COVID-19 Lockdown

2021 ◽  
Vol 6 ◽  
Author(s):  
Luna Carpinelli ◽  
Giorgia Bruno ◽  
Giulia Savarese
Keyword(s):  
Learning Disabilities ◽  
University Students ◽  
Students With Disabilities ◽  
Ad Hoc ◽  
Teaching Method ◽  
Short Form ◽  
Specific Learning Disabilities ◽  
Research Report ◽  
Technological Infrastructure ◽  
Specific Learning

Introduction: The COVID-19 pandemic has inevitably transformed face-to-face teaching to remote teaching (e-learning or blended) which has had psychological and social impacts on the mental health of university students.Object: In this study, we surveyed university students with disabilities and specific learning disabilities (SLDs) on their perceptions of and satisfaction with emergency remote teaching (ERT) during the lockdown phase (March–April 2020) and following restrictions due to the COVID-19 pandemic. We compared the responses of students with disabilities and SLDs with those of normotypical students.Methodology: A questionnaire was completed remotely: five items on the ERT were designed as ad hoc questions and five items were taken from the Short Form 12 Health Survey (SF-12) to evaluate physical and mental self-perceived health. There was a total of 163 students surveyed, 67 students with disabilities and/or SLDs and 96 normotypical students.Results and Conclusion: Students with disabilities and SLDs were more satisfied with remote teaching than the normotypical students. In fact, only 22% of the students with disabilities or SLDs indicated that they were dissatisfied with the teaching method used due to difficulties encountered, including those related to a weak technological infrastructure. We found that among all the students, important social and emotional aspects emerged as a consequence of the absence of interactions and relationships with both faculty and peer groups.

scholarly journals Promising or problematic? Perceptions of active learning from STEM students with ADHD and specific learning disabilities

2021 ◽  
Author(s):  
Mariel A. Pfeifer ◽  
Julio J. Cordero ◽  
Julie Dangremond Stanton
Keyword(s):  
Active Learning ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Learning Disorders ◽  
Structured Interviews ◽  
Self Advocacy ◽  
Stem Majors ◽  
Design For Learning ◽  
Students With Adhd ◽  
Specific Learning

STEM instructors are encouraged to adopt active learning in their courses, yet our understanding of how active learning affects different groups of students is still developing. One group often overlooked in higher education research is students with disabilities. Two of the most commonly occurring disabilities on college campuses are attention-deficit/hyperactivity disorder (ADHD) and specific learning disorders (SLD). We investigated how the incorporation of active-learning practices influences the learning and self-advocacy experiences of students with ADHD and/or SLD (ADHD/SLD) in undergraduate STEM courses. Semi-structured interviews with 25 STEM majors with ADHD/SLD were conducted and data were analyzed using qualitative methods. Most participants perceived themselves to learn best in a STEM course with at least some elements of active learning. Participants described how they perceived active learning to support or hinder their learning and how active learning affected their self-advocacy. Active-learning barriers could be attributed to a combination of instructional factors. These factors included how a particular active-learning practice was implemented within a STEM course and limited awareness of universal design for learning. Defining the supports and barriers perceived by students with ADHD/SLD is a crucial first step in developing more inclusive active-learning STEM courses. Suggestions for research and teaching are provided.

The MMPI-2 Profile of Individuals with Learning Disabilities at a Rehabilitation Setting

1992 ◽  
Vol 23 (1) ◽  
pp. 52-59 ◽  
Author(s):  
Noel Gregg ◽  
Cheri Hoy ◽  
W. Michael King ◽  
Carolyn M. Moreland ◽  
Meera Jagota
Keyword(s):  
College Students ◽  
Learning Disabilities ◽  
Social Isolation ◽  
Specific Learning Disabilities ◽  
Self Concept ◽  
Personality Profile ◽  
Normally Achieving ◽  
Short And Long Term ◽  
Specific Learning

The results of this study indicate that the MMPI-2 appears to be an instrument that can provide useful information to professionals working with adults demonstrating specific learning disabilities. In addition, the results documented that the MMPI-2 personality profile of individuals with learning disabilities significantly differ from the normative population or normally-achieving college students. The population with learning disabilities demonstrated profiles indicative of individuals under extreme short and long term stress. Feelings of social isolation, poor self-concept, self-doubt and extreme restlessness were also characteristic of this population.

scholarly journals PECULIARITIES OF THE SELF-CONCEPT IN STUDENTS WITH SPECIFIC LEARNING DISABILITIES

2021 ◽  
Vol 2 ◽  
pp. 112-118
Author(s):  
Maya Fyodorova-Radicheva
Keyword(s):  
Learning Disabilities ◽  
Specific Learning Disabilities ◽  
The Self ◽  
Self Concept ◽  
Integrated Education ◽  
History Of ◽  
Characteristic Features ◽  
Additional Support ◽  
Real Self ◽  
Specific Learning

Specific learning disabilities (SLD) in adolescence are a key area for the successful application of the principles of integrated education. However, there are not many studies on the topic, which is a key indicator of the relevance of this study. The study presented in this article aims to detect and analyze the presence of characteristic features in the concept of self in students with SLD in middle school age (from 10 to 16 years of age). In order to establish characteristic features and peculiarities, an adapted version of the Q-sorting methodology was used. This method includes sorting cards with 14 polar personal traits, selected for their accessibility and distinctness for students with SLD. A total of 32 students in secondary schools in the municipality of Plovdiv were studied. 16 of them without a history of disabilities, and the remaining 16 have already been diagnosed with SLD, for which they receive special additional support in the schools where they study. The results show the presence of distinctive and specific differences in some aspects of the self-concept. The most significant differences are in the appraisal of the qualities "Capable", "Clever" and "Silly". The first two qualities are assessed by the students with SLD as less relevant to their real-self, and the third is assessed as much more relevant to their own self-image, in contrast to their classmates without disabilities. This assessment does not show gender or age specifics.

College students with disabilities redefine activism: Self-advocacy, storytelling, and collective action.

2016 ◽  
Vol 9 (3) ◽  
pp. 245-260 ◽  
Author(s):  
Ezekiel W. Kimball ◽  
Adam Moore ◽  
Annemarie Vaccaro ◽  
Peter F. Troiano ◽  
Barbara M. Newman
Keyword(s):  
College Students ◽  
Collective Action ◽  
Students With Disabilities ◽  
Self Advocacy ◽  
College Students With Disabilities
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