Psychosocial Adjustment Factors of Postsecondary Students with Learning Disabilities

Ryan, Ann Grasso; Nolan, Burton F.; Keim, Jeanmarie; Madsen, William C.

doi:10.1300/j035v13n03_02

Cited by 3 publications

(3 citation statements)

References 20 publications

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“…For example, Siperstein (1988) noted that students with LD often cite difficulties in establishing appropriate relationships with faculty and problems with social isolation in college as barriers to their success. Researchers (Cosden & McNamara, 1997;Ryan, Nolan, Keim, & Madsen, 1999) have also found that college students with LD report needing more support from friends and campus organizations than their nondisabled peers. Experts have suggested that college students with LD would benefit from study skill development, as well as self-advocacy and social skill development in order to better establish positive relationships with faculty and peers and be better prepared for the demands of college (Brandt & Berry, 1991;Brinckerhoff, 1993;Field et al, 2003;Hoffman, 2003;Skinner & Lindstrom, 2003;Yuen & Shaughnessy, 2001).…”

Section: Tinto's Social Integration Modelmentioning

confidence: 99%

“…Beyond the classroom, LD may affect the way in which a college student interacts with his or her peers, as well as faculty members. For example, individuals with LD often exhibit lower self–esteem, higher anxiety, and demonstrate poor interpersonal skills, resulting in difficulty with self–advocacy and social interactions, necessary skills for success in college (Hoy et al, 1997; Reiff, 1995; Spekman, Godlberg, & Herman, 1992). The many ways in which LD may manifest in the life of a college student is further complicated by the differences a student faces between the high school and college environment.…”

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confidence: 99%

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Integration Factors Related to the Academic Success and Intent to Persist of College Students with Learning Disabilities

DaDeppo

2009

Learn Disabil Res Pract

110

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Despite increased enrollment, outcomes such as grade point average (GPA), persistence, and graduation rates for college students with learning disabilities (LD) continue to lag behind those of their nondisabled peers. Reasons for the differences vary but may include academic and social integration, factors identified as important to the success of college students in general. This research investigated the relative influence of background characteristics, precollege achievement, and college integration variables on the academic success and intent to persist of college freshmen and sophomores with LD. While academic and social integration were not unique predictors of college GPA, both integration variables were unique predictors of intent to persist. The findings suggest that beyond high school achievement and background characteristics, college experiences as captured by academic and social integration are promising constructs to help explain the persistence of college students with LD. Implications for future research and practices for high school and college personnel are discussed.

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Section: Tinto's Social Integration Modelmentioning

confidence: 99%

mentioning

confidence: 99%

Integration Factors Related to the Academic Success and Intent to Persist of College Students with Learning Disabilities

DaDeppo

2009

Learn Disabil Res Pract

110

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“…Although academic support can encourage persistence and degree completion (Showers & Kinsman, 2017), students with LD also report a greater need for support from friends and campus organizations compared with NLD students (Cosden & McNamara, 1997; Ryan, Nolan, Keim, & Madsen, 1999). Indeed, there is evidence that academic accommodations alone are insufficient, and the absence of appropriate support services is one of the causes of continued failure and high dropout rates (Ganschow, Coyne, Parks, & Antonoff, 1999).…”

Section: Academic Support For Students With Ldmentioning

confidence: 99%

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

2019

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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.

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The experience of counselling for individuals with particular learning disabilities

Samson

2008

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Psychosocial Adjustment Factors of Postsecondary Students with Learning Disabilities

Cited by 3 publications

References 20 publications

Integration Factors Related to the Academic Success and Intent to Persist of College Students with Learning Disabilities

Integration Factors Related to the Academic Success and Intent to Persist of College Students with Learning Disabilities

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

The experience of counselling for individuals with particular learning disabilities

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