Academic Achievements of College Graduates With Learning Disabilities Vis-a-Vis Admission Criteria and Academic Support

Abstract

Postsecondary entrance examination scores are generally low predictors of college achievement (grade point average [GPA]) for students with learning disabilities (LD). The difficulties with meeting academic requirements have raised the awareness of the needs of students with LD for support services. The present study examined the adequacy of entrance criteria to academic studies for students with LD and the effectiveness of three support levels during their academic studies in increasing their academic gains. Data were collected for 315 college graduates with LD and 955 graduates who do not have LD (NLD) who completed their BA studies in a college in Israel. Although the admission scores of graduates with LD were lower than those of NLD graduates, their GPA was higher than the GPA of NLD graduates. The psychometric score had a low correlation with final college GPA of graduates with LD. There was no difference in the final GPA of the graduates with LD in the different support programs. The findings suggest that academic support can be an effective way to help students with LD to eliminate or close the gap between them and NLD students and to earn an academic degree, regardless of what if any admission criteria were applied to them.

A Constructivist Intervention Program for the Improvement of Mathematical Performance Based on Empiric Developmental Results (PEIM)

“…Numerous studies (Johnson et al, 1983;Slavin, 1983a,b;Kagan, 1988;Johnson and Johnson, 1989;Sharan, 1990;Nelson-Le Gall, 1995) affirm that students who work cooperatively during their learning process, obtain global benefits at three levels: academic, social and personal. These benefits affect all students equally, from those whose profile is close to a proficient student to those who have learning difficulties (Huber and Carter, 2019;Moliner and Alegre, 2020;Sarid et al, 2020).…”

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

“…Individuals with LD need to make those efforts, both in the acquisition stages of the function and in its ongoing operation. The complexity of understanding and coping with LD is related to the diversity and wide range of types of disabilities that exist and the differences between one person and another in the pattern and intensity of the deficiency (Lipka et al., 2020; Sarid et al., 2020). In recent times, there has been considerable progress in mapping some of the typical difficulties of LD to specific regions and structures of the brain (Peters & Ansari, 2019).…”

“…They feel less capable academically and personally and less able to regulate themselves (McGregor et al., 2016). They also report low self-image (Proper & Mirsky, 2013), and high levels of stress (Sarid et al., 2020), anxiety (Yssel et al., 2016), and feelings of loneliness (Sharabi & Margalit, 2011a, 2011b).…”

Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience

“…The benefits of peer tutoring have been documented for different subjects and at different educational levels. These benefits are not restricted to competent or proficient students, as struggling, learning disabled, and at-risk learners have also been found to benefit from peer tutoring (Huber and Carter, 2019;Mahoney, 2019;Sarid et al, 2020). Although most of the research in the field has been carried out at the primary and secondary education levels, several recent studies have focused on peer tutoring in higher and continued education (Struk et al, 2019;Ellis and Gershenson, 2020).…”