A Literature Review of Academic Interventions for College Students With Learning Disabilities

Zeng, Wen; Song, Eun-Ha; Hord, Casey

doi:10.1177/0731948718760999

Cited by 19 publications

(23 citation statements)

References 28 publications

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“…Managing their own learning disabilities can negatively impact i) their emotional wellbeing (Davis, Nida, Zlomke & Nebel-Schwalm, 2009) -an increasing category of disabilities (i.e., mental impairments) (American College Health Association, 2008) -and ii) academic performance (Richardson, 2009). Additionally, many SWD are reluctant to disclose their disabilities (Shevlin et al, 2004;Zeng, Ju & Hord, 2018) being afraid of institutionalised discrimination, and unfamiliarity with the process of disclosure (Fuller, Bradley & Healey, 2004;Lambert & Dryer 2018;Shepherd, 2018). Further, delayed disclosure can be perceived as asking for unfair advantages in some cases (Gibson, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Towards another kind of borderlessness: online students with disabilities

et al. 2019

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Online learning is crucial to success for higher education institutions. Whilst the existing literature predominantly focused on its economic advantages, we focused on its inclusivity. At an online learning unit of a UK university, the number of students with disabilities (SWD) is three times higher than the national average. Having a degree makes significant financial and psychological differences in the lives of SWD. Though recent literature focused on inclusivity of online learning, an appraisal of firsthand experience of SWD studying online is a missing perspective. Accordingly, we aimed to explore their experience, using thematic analysis of semi-structured interviews involving ten SWD. Three themes emerged: i) having control over studies as an advantage of online learning, ii) personal touch helps SWD's online learning, and iii) challenges SWD experience with the social element of online learning. Our findings will help to develop the inclusivity of online learning to a new level.

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Section: Literature Reviewmentioning

confidence: 99%

Towards another kind of borderlessness: online students with disabilities

et al. 2019

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“…Twelve articles described interventions that were used by postsecondary students with TBI and specifically developed for this population. For the purpose of this review, interventions are defined as specific forms of assistive technology, direct assistance, or strategy instruction; a literature review that addressed interventions for postsecondary students with learning disabilities used a similar definition (Zeng et al, 2018). One article summarized a comprehensive approach to working with students with TBI.…”

Section: Interventionsmentioning

confidence: 99%

Available supports and resources for postsecondary students with traumatic brain injury: A systematic review of the literature

Tarconish

Lombardi

Madaus

et al. 2021

JVR

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BACKGROUND: Postsecondary students with traumatic brain injuries (TBI) are a rapidly growing population, encompassing those who sustained injuries prior to attending postsecondary education and those who endure injuries during their postsecondary studies. Not only do these individuals face a broad range of symptoms, all of which can affect academic achievement, but they also do not achieve comparable academic outcomes to their peers without disabilities. OBJECTIVE: There is a need to develop and examine the effectiveness of available supports and resources to meet the needs of these students. METHODS: Twenty-three articles were systematically reviewed to illustrate what supports are currently described in the literature for postsecondary students with TBI and what research methods were used to assess the effectiveness of these supports. RESULTS: Three categories of supports emerged, including concussion management protocols, typical study/learning strategies and accommodations, and interventions developed specifically for this population. Findings also indicated a lack of rigorous research methods used to assess these interventions’ effects. CONCLUSIONS: Implications for future research include a need for additional study of all supports and resources described in this review, and assessment of whether or not education professionals, including postsecondary disability services professionals, are aware of and using the tools and strategies addressed in this review.

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“…Part of entering the adult world includes acquiring higher education. For students with LD, entry into higher education is a new arena fraught with new challenges and difficulties, and yet, in recent years, we have seen a significant increase in the number of students with LD studying in HEIs (Zeng, Ju, & Hord, 2018). Yet, students with LD entering higher education face a number of notable common difficulties: the first is admission into the HEI.…”

Section: Learning Disabilities Among Higher Education Studentsmentioning

confidence: 99%

The Challenges Facing Arab Students with Learning Disabilities in Higher Education Institutions and the Role of Support Centers in Their Academic Functioning: A Preliminary Study

Olenik‐Shemesh¹,

Heiman²,

Assaig³

2020

IES

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The topic of support for students with learning disabilities (LD) has been studied to a considerable extent in recent years, due to the significant increase in the integration of students with learning disabilities in higher education institutions (HEI). However, there is hardly any research examining the support for students with learning disabilities in Israel’s Arab sector. The purpose of the current preliminary study is to examine whether support centers for students with learning disabilities assist Arab students with their learning and general academic functioning in Israeli higher education institutions. The study is qualitative, involving semi-structured interviews with eight Arab students diagnosed with learning disabilities studying at two institutions of higher education. Analysis of the interviews revealed four major themes: The double difficulty that students experience due to the fact that they are Arabs for whom Hebrew is a second language, and due to their learning disabilities; lower awareness of learning disabilities in the Arab sector in Israel; post-diagnosis relief; a sense of wellbeing satisfaction with the educational, social and occupational support provided, enabling them to study and succeed. The article addresses also to the limitations of the study as a primary study, along with recommendations for further research based on this preliminary study.

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A Literature Review of Academic Interventions for College Students With Learning Disabilities

Cited by 19 publications

References 28 publications

Towards another kind of borderlessness: online students with disabilities

Towards another kind of borderlessness: online students with disabilities

Available supports and resources for postsecondary students with traumatic brain injury: A systematic review of the literature

The Challenges Facing Arab Students with Learning Disabilities in Higher Education Institutions and the Role of Support Centers in Their Academic Functioning: A Preliminary Study

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