Prior to the commencement of the 1994 academic year, University of Auckland students who had failed one-half or more of their papers in the previous year were invited to attend a four-day intensive learning skills course conducted by the Student Learning Centre of the University. The course covered various topics such as effective time management and study organisation, preparing for and taking tests and exams, memory and concentration, and writing skills. A total of 74 students attended the course. After final examinations, the results of these students were analysed. As a group these students significantly improved on their previous year's pass rates. Furthermore, their pass rates were significantly better than those of a randomly selected group of students who were in a similar situation with regard to their previous year's academic performance, but who did not attend the course.

Much of the research on the topic of tertiary students with hidden disabilities has focused on attempting to understand the nature of these disabilities and their impact on students' academic performance. Very few studies have explored how effective learning support addresses the commonly reported problem of poor academic outcomes. Studies of the latter kind, however, are important in promoting not only learning at all levels -from the level of the students and their instructors, to those of institutional management and government policy makers -but also the development of effective institutional support mechanisms. This paper describes the support provisions of a university program that aims to facilitate better learning in students with hidden disabilities. Several indicators suggest that the program is achieving this aim. The increasing number of students using the program shows, among other things, that its support provisions are appropriate and are also viewed this way by students and referring agencies. An increasing proportion of students seeking not only assessment and accommodations, but also skills training, suggests that the program is succeeding in promoting student aspirations toward self-development and independent learning. Furthermore, student retention and pass rates indicate parity with other students, therefore addressing the issue of poorer academic performance of students with hidden disabilities. Three case studies illustrate the means by which Learning Advisors from the program assist students with hidden disabilities in meeting these students' learning development needs.

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Much of the research on the topic of tertiary students with hidden disabilities has focused on attempting to understand the nature of these disabilities and their impact on students' academic performance. Very few studies have explored how effective learning support addresses the commonly reported problem of poor academic outcomes. Studies of the latter kind, however, are important in promoting not only learning at all levels-from the level of the students and their instructors, to those of institutional management and government policy makers-but also the development of effective institutional support mechanisms. This paper describes the support provisions of a university program that aims to facilitate better learning in students with hidden disabilities. Several indicators suggest that the program is achieving this aim. The increasing number of students using the program shows, among other things, that its support provisions are appropriate and are also viewed this way by students and referring agencies. An increasing proportion of students seeking not only assessment and accommodations, but also skills training, suggests that the program is succeeding in promoting student aspirations toward self-development and independent learning. Furthermore, student retention and pass rates indicate parity with other students, therefore addressing the issue of poorer academic performance of students with hidden disabilities. Three case studies illustrate the means by which Learning Advisors from the program assist students with hidden disabilities in meeting these students' learning development needs.

No abstract