The University Experiences of Students with Learning Disabilities

McGregor, Karla K.; Langenfeld, Natalie; Horne, Sam Van; Oleson, Jacob; Anson, Matthew; Jacobson, Wayne

doi:10.1111/ldrp.12102

Cited by 73 publications

(83 citation statements)

References 41 publications

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“…There is a small amount of data related to students’ well-being and hope: for example, there is some evidence that students with LD might self-report better well-being and a more hopeful outlook, connected to AT use. This latter result might be culture-specific to Israel, as we have seen conflicting data from the United States in less controlled studies and a large-scale quantitative survey from our laboratory (McGregor et al, 2016). …”

Section: Resultsmentioning

confidence: 86%

Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis

Perelmutter

McGregor

Gordon

2017

Computers & Education

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125

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Section: Resultsmentioning

confidence: 86%

Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis

Perelmutter

McGregor

Gordon

2017

Computers & Education

Self Cite

125

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“…Forty-one participants with DLD and 39 with ND also participated in McGregor et al (2016). Their ages ranged from 18 to 24 years, and all were students in postsecondary institutions in the Midwest of the United States.…”

Section: Participantsmentioning

confidence: 99%

Encoding Deficits Impede Word Learning and Memory in Adults With Developmental Language Disorders

McGregor

Gordon

Eden

et al. 2017

J Speech Lang Hear Res

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Purpose The aim of this study was to determine whether the word-learning challenges associated with developmental language disorder (DLD) result from encoding or retention deficits. Method In Study 1, 59 postsecondary students with DLD and 60 with normal development (ND) took the California Verbal Learning Test–Second Edition, Adult Version (Delis, Kramer, Kaplan, & Ober, 2000). In Study 2, 23 postsecondary students with DLD and 24 with ND attempted to learn 9 novel words in each of 3 training conditions: uncued test, cued test, and no test (passive study). Retention was measured 1 day and 1 week later. Results By the end of training, students with DLD had encoded fewer familiar words (Study 1) and fewer novel words (Study 2) than their ND peers as evinced by word recall. They also demonstrated poorer encoding as evinced by slower growth in recall from Trials 1 to 2 (Studies 1 and 2), less semantic clustering of recalled words, and poorer recognition (Study 1). The DLD and ND groups were similar in the relative amount of information they could recall after retention periods of 5 and 20 min (Study 1). After a 1-day retention period, the DLD group recalled less information that had been encoded via passive study, but they performed as well as their ND peers when recalling information that had been encoded via tests (Study 2). Compared to passive study, encoding via tests also resulted in more robust lexical engagement after a 1-week retention for DLD and ND groups. Conclusions Encoding, not retention, is the problematic stage of word learning for adults with DLD. Self-testing with feedback lessens the deficit. Supplemental Materials https://doi.org/10.23641/asha.5435200

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“…For example, among two-year college students, a random sample of three Canadian colleges showed that 4% of the entire student body self-reported LD (Fichten et al, 2014a). There are actually many more students on campus with LD if one takes into account those who have chosen not to disclose their disability (McGregor, et al;Wagner et al, 2005). There is a very substantial literature on students with LD, with several journals specifically devoted to this topic.…”

Section: Students With Specific Learning Disorder (Ld)mentioning

confidence: 99%

“…There are increasing numbers of North American students with LD attending two and four-year colleges after graduating from high school (McGregor, et al, 2016). For example, among two-year college students, a random sample of three Canadian colleges showed that 4% of the entire student body self-reported LD (Fichten et al, 2014a).…”

Section: Students With Specific Learning Disorder (Ld)mentioning

confidence: 99%

Graduation Prospects of College Students with Specific Learning Disorder and Students with Mental Health Related Disabilities

Jorgensen¹,

Budd²,

Fichten³

et al. 2018

IJHE

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This study's goal was to compare aspects related to academic persistence of two groups of college students with non-visible disabilities: 110 Canadian two and four-year college students -55 with mental health related disabilities and 55 with Specific Learning Disorder (LD). Results show that students with mental health related disabilities were less likely to intend to graduate than students with LD. Students with mental health disabilities were also older, more likely to be female, to have worse personal circumstances and to feel more socially isolated on campus. They were also less likely to be enrolled in their first choice program or to be registered for campus disability related services than students with LD. Different variables predicted intention to graduate for the two groups. This is a key finding in helping students in these two groups successfully graduate, as they may have different academic, social, personal and accommodation needs. Recommendations are made about how to intervene to improve the academic persistence of students with mental health related disabilities. These include minimizing the fear of stigmatization and adopting a model where accommodations are based on students' unique needs rather than their diagnoses.

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The University Experiences of Students with Learning Disabilities

Cited by 73 publications

References 41 publications

Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis

Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis

Encoding Deficits Impede Word Learning and Memory in Adults With Developmental Language Disorders

Graduation Prospects of College Students with Specific Learning Disorder and Students with Mental Health Related Disabilities

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