Study Document
Student Disabilities in Higher Education Dissertation
Pages:5 (1592 words)
Sources:10
Document Type:Dissertation
Document:#38133366
search "students with disabilities in higher education" consist of themes that focus on the need to assist learning disability students in universities by extending their test taking time (Spenceley, Wheeler, 2016; Hadley, 2011), by identifying their disability and providing extra assistance and resources (Budd et al., 2016; Callens, Tops, Brysbaert, 2013; Diez, Lopez, Molina, 2015; Kimberley, Laurie, 2011), and by applying programs designed to assist students with learning disabilities in particular classes in which they consistently struggle (King-Sears et al., 2015; Sachs, Schreuer, 2011; Ryan, 2011; Hutcheon, Wolbring, 2012).
Spenceley and Wheeler (2016) find that extending the test times for students with disabilities is one way in which universities can help such students work towards graduating college. Hadley (2011) likewise identifies the need for universities to extend more welcoming and favorable conditions to students with disabilities in order to facilitate their academic aims. This theme is essentially supported by the findings of Budd et al. (2016), who highlight the importance of colleges in providing better assistance to disability students. Callens, Tops, Byrsbaert (2013) also find that universities need to implement better strategies to address the needs of students with disabilities (such as dyslexia). This finding is also put forward by Diez, Lopez, and Molina (2015) as well as Kimberley and Laurie (2011). King-Sears et al. (2015) find that students with disabilities tend to struggle most commonly in particular classes like science and that specific teaching methods can be utilized to help these students overcome their learning disabilities and perform better academically. Sachs and Schreuer (2011) also find that when universities apply specifically designed methods for helping students with disabilities in the classroom, the results are more favorable for their academic success. This finding is consistent with those supplied by Ryan (2011) and Hutcheon and Wolbring (2012) as well.
Overall, the common finding among these ten articles is that universities should take measures to ensure that students with learning disabilities are identified and assisted in the classroom so that their disability does not adversely impact their academic career. These findings are put forward in different ways, some stemming from qualitative assessments and some from quantitative assessments. Likewise, sample sizes and methodological approaches differ and range from surveys to systematic reviews to interviews and random control trials. Thus, there is considerable range in the manner in which the researchers arrived at their common findings -- and all indicate that universities should take active steps in ensuring that students with disabilities are better supported and prepared to achieve their academic aims in higher education.
Conclusions
Taken together as a single entity, the overall message of the group of articles is that universities are responsible for meeting the needs of all students, including those with disabilities. The issues that many students face with disabilities are numerous: for instance, some are unaware of having a disability, some struggle to follow class instructions, some have dyslexia, etc. The point of the articles is that universities should be aware of the needs of this special group of students and make efforts to identify students with special needs (learning disabilities) and develop methods and means for addressing the issues they are likely to face. These methods can include adopting teaching procedures designed to facilitate the learning style of disability students in classes that are particularly troublesome for them. Means can include providing classes specifically designed for disability students as well as offering screening of students to see if they have disabilities.
The most important message provided by these ten articles is that colleges and universities have a duty and responsibility to attend to the needs of students with disabilities so that these students do not withdraw from the schools and fail to graduate. Having entered into higher education the students are there to advance their academic careers -- however, they are to be considered like any other type of person with a disability and should not be discriminated against or ignored. Just as individuals with a physical disability are accommodated at universities and campuses, students with learning disabilities should be accommodated as well.…
Sample Source(s) Used
References
Budd, J. et al. (2016). Postsecondary students with specific learning disabilities and with attention deficit hyperactivity disorder should not be considered as a unified group for research or practice. Journal of Education and Training Studies, 4(4): 206-216.
Callens, M., Tops, W., Brysbaert, M. (2012). Cognitive profile of students who enter higher education with an indication of dyslexia. PLoS ONE, 7(6): e38081. doi:10.1371/journal.pone.0038081
Diez, A., Lopez, R., Molina, V. (2015). Students with disabilities in higher education: a biographical-narrative approach to the role of lecturers. Higher Education Research and Development, 34(1): 147-159.
Hadley, W. (2011). College students with disabilities: A student development perspective. New Directions for Higher Education, 154: 77-81.
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