Students with Learning Disabilities in Canadian Colleges and Universities

Cox, Donna Hardy; Klas, Leroy D.

doi:10.1177/002221949602900111

Cited by 14 publications

(11 citation statements)

References 2 publications

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“…To facilitate equal access to education and promote success, universities are required by law to make their services accessible to all people (Mullins & Preyde, 2013). Despite the availability of IMPACT OF ABLEIST MICROAGGRESSIONS 5 additional support (e.g., accessibility centres), several barriers to accessing university services persist (Cox & Klas, 1996;Mullins & Preyde, 2013). In a study of Canadian universities, Hill (1992) found eight disability-related issues that required improvement, including the accessibility of the campus facilities and the attitudes of faculty and staff.…”

Section: Disability In Canadamentioning

confidence: 99%

Impact of ableist microaggressions on university students with self-identified disabilities

Lett

Tamaian

Klest

2019

Disability & Society

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Ableist microaggressions are brief or covert insults that are targeted towards individuals based on their disability status (Keller & Galgay, 2010; Sue et al., 2007). Qualitative studies of people with disabilities reveal that anger, embarrassment, and frustration are commonly experienced in relation to ableist microaggressions, suggesting that psychological outcomes could be impacted (Keller & Galgay, 2010). However, more quantitative studies are required to examine this relationship. Studies of racial microaggressions have found that these experiences are related to poorer academic performance, lower self-esteem, and poorer mental health outcomes (Ikram et

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Section: Disability In Canadamentioning

confidence: 99%

Impact of ableist microaggressions on university students with self-identified disabilities

Lett

Tamaian

Klest

2019

Disability & Society

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“…In Canada, the Learning Disabilities Association of Canada gave a rough estimation that around 10% of students in higher education have some type of LD (including dyslexia) (Cox & Klas, 1996).…”

Section: Review Of the Literaturementioning

confidence: 99%

Dyslexia in Greek higher education: a study of incidence, policy and provision

Stampoltzis

Polychronopoulou

2008

Research in Spec Educ Needs

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Dyslexia is defined as a disability that primarily affects reading and writing. Internationally, the number of dyslexic students entering higher education is on the rise. It is estimated that students with dyslexia represent a small but significant minority. Many English-speaking countries have developed support services and teaching practices to accommodate dyslexic students' educational needs. In Greece, research on dyslexia is very limited. The purpose of this study is to define the incidence of dyslexia among the Greek student population and to examine dyslexic students' age, gender and major field of study. Data were collected from a total of 406 departments at all Greek public institutions of higher education (n = 32). The existing practices for identifying and provisions for supporting dyslexic students were also examined. The incidence of dyslexia in Greek higher education was estimated to be 0.16%, which is far below the estimated incidence in the general population. Interesting results were yielded regarding the variability of higher education institutions' responses to dyslexia. In almost all Greek institutions, provision takes place in the form of oral examinations and generic counseling. technological education institutions (TEIs) seem to be more aware of the educational needs of dyslexic students, possibly because they have three times more dyslexic students than higher education institutions (HEIs). All Greek universities deal with the needs of dyslexic students on an individual basis, making provision reactive rather than proactive. The results of the present study are discussed in the light of inclusive education and equality of opportunity for students who learn in a different way but do not differ from their counterparts in terms of intelligence or general abilities.

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“…Kopp, Miller and Mulkey (1984) report that professors are sometimes unwilling to help because they view the student with a disability as lazy or unmotivated. Hence the attitudes of professors can present a formidable barrier to students with disabilities (Altman, 1981;Cox & Klas, 1996;Haehl, 1989;Siperstein, 1988).…”

Section: Dropping Out Vs Persistingmentioning

confidence: 99%

“…Hill also commented that problems persist in the following areas: (a) identifying those students who require special services; (b) making students aware of the services; and (c) developing fair and equitable admissions policies. Cox and Klas (1996) reported that in Canadian universities attitudinal problems and a general lack of understanding by some faculty and administrators continues. They further state that accommodations for people with disabilities are designed to provide equal opportunity, and that adjustments for them do not jeopardize excellence.…”

mentioning

confidence: 99%

Experiences at University: Perceptions of students with disabilities

Duquette¹

2000

CJHE

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Using Tinto's (1975) model of dropping out or persisting, this study examined the perceived experiences at university of students with disabilities. Tinto's (1975) model presents three variables which are related to persistence: background characteristics, integration into the academic milieu, and social integration. Thirty-six students completed a questionnaire, and of this group 17 participated in a narrative interview. Later, six of these people engaged in a focus group. The findings of this study showed that background characteristics and academic integration were more important variables related to persistence than social integration. Goal commitment, support of family and friends and understanding professors were found to be important elements related to persisting among these students with disabilities.

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Students with Learning Disabilities in Canadian Colleges and Universities

Cited by 14 publications

References 2 publications

Impact of ableist microaggressions on university students with self-identified disabilities

Impact of ableist microaggressions on university students with self-identified disabilities

Dyslexia in Greek higher education: a study of incidence, policy and provision

Experiences at University: Perceptions of students with disabilities

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