Peer Tutoring for College Students With Learning Disabilities

Abstract

Peer tutoring is a commonly provided support service for students with learning disabilities (LD) in institutions of higher education. A large-scale survey was conducted to evaluate the PERACH peer tutoring project for students with LD at 25 universities, regional colleges, and teacher training colleges in Israel. The purpose of the study was to understand the tutoring process from the point of view of both tutees and tutors with respect to 5 main areas: tutees' needs, focus of tutoring activities, difficulties surrounding the tutoring endeavor, importance of similar study experiences, and satisfaction with the project. It is our supposition that major discrepancies in perceptions are likely to undermine the effectiveness of the tutoring. Similarities and differences in perceptions were identified, and implications that can be useful in guiding service providers are discussed.

Actively navigating the transition into college: narratives of students with learning disabilities

“…Additionally, students with LD can request and use assistive technology for reading that, in turn, helps them focus, builds stamina, and reduces stress in managing their load (Hecker et al 2002;Kirby et al 2008). Finally, they are also urged to take advantage of peer-tutoring (Vogel, Fresko, and Wertheim 2007), and develop an Academic Support Plan 3 along with professional counselors from student services (Gretzel, McManus, and Briel 2004).…”

Coping strategies of high school students with learning disabilities: a longitudinal qualitative study and grounded theory

“…For many years it was assumed that learning disabilities disappear with age. Now it has become clear that this is not the case (Vogel 2007), since learning disabilities are generally caused by cognitive-neurological deficiencies (Geary 2004). Apart from minor improvements with maturity, the disability accompanies the individual throughout his or her whole life span (Gerber, Ginsberg, and Reiff 1992;Gerber 1994;Gregg, Hoy, and Gay 1996).…”

Facilitadores y barreras del proceso de inclusión en educación superior: la percepción de los tutores del programa Piane-UC

“…Esta estrategia beneficia tanto a los alumnos tutorados como a los propios tutores. Respecto a los primeros, mejora su rendimiento académico y su adaptación social (Vogel et al, 2007), además previene la deserción en el ámbito de la educación superior (Kowalsky & Fresko, 2002). En relación a los segundos, se promueve un mayor conocimiento respecto a las personas con discapacidad, el aumento de expectativas y actitudes más positivas hacia estas personas, la experimentación de sentimientos de éxito, mayores oportunidades de interacción social y el aumento de habilidades académicas (Lissi & Onetto, 2012).…”