Academic support model for post-secondary school students with learning disabilities: student and instructor perceptions

Lipka, Orly; Baruch, Alona Forkosh; Meer, Yael

doi:10.1080/13603116.2018.1427151

Cited by 87 publications

(50 citation statements)

References 35 publications

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“…Globally, as well as in Spain, there is a move toward a more inclusive university and toward the access of groups that were not traditionally represented, as is the case of students with disabilities (Lipka et al, 2019;Thomas, 2016). However, guaranteeing admission to higher education is insufficient.…”

Section: Introductionmentioning

confidence: 99%

Training Needs of Academics on Inclusive Education and Disability

2020

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The aim of this article is to analyze, from the academic staff’s perspective, the training needs they require to provide an inclusive education to students with disability. Academics from a Spanish university participated in this research. We used a qualitative methodology. We collected the information through semi-structured interviews and open-ended written questionnaires. We analyzed data using an inductive system of categories and codes. Three topics were addressed in the results: profile of academics according to their previous training, the importance of such training for them and the reasons for training, and the contents considered essential for training. In the conclusions section, the need for universities to design and implement training policies was addressed. In addition, the participants stated that they would be more sensitive and better prepared if they received training on disability-related issues. A clear conclusion of this study is that inclusive universities require the involvement of everyone.

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Section: Introductionmentioning

confidence: 99%

Training Needs of Academics on Inclusive Education and Disability

2020

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“…Services at the support centers for students with LD offer diverse methods and accommodations (Lipka, Forkush, & Meer, 2019). However, not every student with LD receives all the support services, rather they are provided according to the severity of the disability and according to the student's abilities.…”

Section: Support Centers In Higher Education Institutions For Studentmentioning

confidence: 99%

The Challenges Facing Arab Students with Learning Disabilities in Higher Education Institutions and the Role of Support Centers in Their Academic Functioning: A Preliminary Study

Olenik‐Shemesh¹,

Heiman²,

Assaig³

2020

IES

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The topic of support for students with learning disabilities (LD) has been studied to a considerable extent in recent years, due to the significant increase in the integration of students with learning disabilities in higher education institutions (HEI). However, there is hardly any research examining the support for students with learning disabilities in Israel’s Arab sector. The purpose of the current preliminary study is to examine whether support centers for students with learning disabilities assist Arab students with their learning and general academic functioning in Israeli higher education institutions. The study is qualitative, involving semi-structured interviews with eight Arab students diagnosed with learning disabilities studying at two institutions of higher education. Analysis of the interviews revealed four major themes: The double difficulty that students experience due to the fact that they are Arabs for whom Hebrew is a second language, and due to their learning disabilities; lower awareness of learning disabilities in the Arab sector in Israel; post-diagnosis relief; a sense of wellbeing satisfaction with the educational, social and occupational support provided, enabling them to study and succeed. The article addresses also to the limitations of the study as a primary study, along with recommendations for further research based on this preliminary study.

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“…Quality education improves the livelihood of disabled and mentally challenged individuals, as it makes this cohort of students realize their importance and contribution to socioeconomic decisions of the nation (Lipka et al 2019). Despite the importance of higher education in empowering the disabled and mentally challenged individuals, there is still a great deal of effort needed to provide equitable and inclusive education to this cohort of individuals in society.…”

Section: Challenges Faced In Retaining Disabled and Mentally Challengmentioning

confidence: 99%

Student Learning Experience and Student Retention Strategies: A Transformative Approach to Quality Education

Naidu¹,

Patel²,

Pandaram³

et al. 2020

Encyclopedia of the UN Sustainable Development Goals

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Retention rates The student retention rate is usually calculated as a percentage. It measures the percentage of students who have progressed from the first to second and third year of their education. Graduation rates The student graduation rates measure the number of students who have completed their studies and have attained their certificates after the completion of their program. Student retention strategies These are the specific actions taken by administrators and leaders to retain students in the institutions. Some of the common examples of student retention strategies are reducing the cost of fees and acquiring accreditation for programs and courses.

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Academic support model for post-secondary school students with learning disabilities: student and instructor perceptions

Cited by 87 publications

References 35 publications

Training Needs of Academics on Inclusive Education and Disability

Training Needs of Academics on Inclusive Education and Disability

The Challenges Facing Arab Students with Learning Disabilities in Higher Education Institutions and the Role of Support Centers in Their Academic Functioning: A Preliminary Study

Student Learning Experience and Student Retention Strategies: A Transformative Approach to Quality Education

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