Disability advocacy messaging and conceptual links to underlying disability identity development among college students with learning disabilities and attention disorders

Kreider, Consuelo M.; Luna, Claudia; Lan, Mei-Fang; Wu, Chang Yu

doi:10.1016/j.dhjo.2019.100827

Cited by 5 publications

(2 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…3.1.3 Subtheme 1.3: Self-advocacy skills for transition to higher education Self-advocacy skills were a main focus of eight studies which reported that students saw them as key for successful transition to HE (Fleming et al, 2017;Mask and DePountis, 2018;Squires and Countermine, 2018;Kreider et al, 2019;Accardo et al, 2019b;Pfeifer et al, 2020Pfeifer et al, , 2021Bruce and Aylward, 2021). Self-advocacy is mentioned 769 times across 47 studies.…”

Section: Subtheme 12: Disability As a Resilience Factormentioning

confidence: 99%

Aspirations and accommodations for students with disability to equitably access higher education: a systematic scoping review

Bartolo,

Borg,

Callus

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

IntroductionSeveral international conventions have recognized the importance of equal access to higher education on the basis of ‘capacity’. However, inequalities persist for various groups. This paper presents a systematic scoping review of studies on the aspirations and access needs of students with disability, medical and mental health conditions to equitably participate in tertiary education.MethodsA search of ERIC, PsycINFO and Web of Science databases identified 133 relevant research articles from across the world covering the experiences of students with all types of disability. These were subjected to thematic analysis.ResultsThree main themes were identified. Firstly, the findings showed that a crucial component of the student higher education experience was the development of their own self-identity, addressing stigma and enhancing self-advocacy skills, autonomy, and career prospects. Secondly, the studies described how students struggled for full membership in the university community, calling for a transformation of university physical, social and teaching environments for them to access and participate in academic and social activities. Thirdly, the analysis showed that students valued individual accommodations in both coursework and assessment.DiscussionThese findings constitute a newly comprehensive framework for inclusive tertiary education systems and individual accommodations which is grounded in empirical research from a wide variety of contexts. This can serve higher education institutions to develop policy and procedures to ensure equitable participation of students with disability.

show abstract

Section: Subtheme 12: Disability As a Resilience Factormentioning

confidence: 99%

Aspirations and accommodations for students with disability to equitably access higher education: a systematic scoping review

Bartolo,

Borg,

Callus

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…Learning difficulties are the highest pace of incidence of disability categories [15]. According to Kreider et al [16], it affects one from each five in a group. However, there is a lack of unanimous on the definition of students with learning difficulties.…”

Section: Literature Reviewmentioning

confidence: 99%

Academic achievement and self-regulated learning from parent’s perspective of student with learning difficulties

Ziadat

Sakarneh

2022

IJERE

View full text Add to dashboard Cite

<span lang="EN-US">The study was designed to realize the association between academic achievement and self-regulated learning of students presenting learning difficulties. Therefore, the study adopted a quantitative approach and distributed the developed questionnaire to over 384 participants. The results reported underscored worsen achievement of students in distance learning compared to face-to-face setting despite the assistance they received during distance settings. The achievement of students differs due to the category of difficulty. Students presenting learning difficulties exhibited medium acquisition level of self-regulated learning. Elementary stage students exhibited a higher level of self-regulated learning, while female students exhibited a higher level of self-efficacy, metacognitive, micro-strategies, and emotional support. There is a strong association combined between students’ achievement and self-regulated learning. Furthermore, the study revealed a difference in self-regulated learning due to students’ gender, difficulty categories, and grade. Future studies can opt for specific self-regulated learning strategies according to subjects' particularism, such as mathematic material or specific age groups using the self-assessment tool.</span>

show abstract

“People talk about FASD diagnosis but barely any young people are asked about it”: Diagnosis perspectives and disability identity in adolescents with FASD

Eodanable,

Rhodes,

Cebula

2024

Children and Youth Services Review

View full text Add to dashboard Cite

Disability advocacy messaging and conceptual links to underlying disability identity development among college students with learning disabilities and attention disorders

Cited by 5 publications

References 12 publications

Aspirations and accommodations for students with disability to equitably access higher education: a systematic scoping review

Aspirations and accommodations for students with disability to equitably access higher education: a systematic scoping review

Academic achievement and self-regulated learning from parent’s perspective of student with learning difficulties

“People talk about FASD diagnosis but barely any young people are asked about it”: Diagnosis perspectives and disability identity in adolescents with FASD

Contact Info

Product

Resources

About