Persistence and academic performance in higher education: a comparison between students with and without reported learning disabilities

Bellacicco, Rosa; Parisi, Thomas

doi:10.1080/13603116.2021.1988157

Cited by 3 publications

(2 citation statements)

References 44 publications

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“…Some measures that could help to overcome these barriers would be, firstly, to improve the lack of institutional coordination and multidisciplinary work between the different actors involved, i.e. education, sport, student-athlete and family [28,61], in order to increase the chances of a successful dual career without having to give up any of the areas [15]. More specifically, from an educational perspective, it would be necessary to facilitate personalized educational programs for dual career students based on their specific needs [34], encouraging listening to disabled students and their organizations [62] and facilitating the flexibility of studies to be able to adapt them to each specific case.…”

Section: Plos Onementioning

confidence: 99%

Exploring the perception of barriers to a dual career by student-athletes with/out disabilities

et al. 2023

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In recent years, there has been an increase in knowledge about the barriers experienced by people with disabilities in the education system or sports. However, no studies have analyzed the barriers for those who try to succeed in both disciplines (dual career). The purpose of this study was to examine the barriers faced by student-athletes with/out disability to a dual career combining studies and sport. Two groups were involved in the study (n = 162): student-athletes with disabilities (n = 79) and student-athletes without disabilities (n = 83). Data collected included: (a) socio-demographic aspects; and (b) barriers towards achieving a good balance between sport and academics during the dual career, through the "Perceptions of dual career student-athletes" (ESTPORT) questionnaire. The results showed that student-athletes with disabilities were more likely to perceive in a greater extent the barriers, the university is far from my home (p = 0.007) and the university is far from my training site (p = 0.006), I find myself unable to balance study and training time (p = 0.030), I have to take care of my family (p<0.001), and my current job does not allow me to study enough (p<0.001). The MANOVA analysis showed that the factors gender, competitive level, and employment status had an influence on the perception of some barriers between groups. In conclusion, student-athletes with disabilities perceived barriers more strongly than those without disabilities, and measures are needed to ensure their inclusion in the education system.

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Section: Plos Onementioning

confidence: 99%

Exploring the perception of barriers to a dual career by student-athletes with/out disabilities

et al. 2023

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“…Furthermore, students with HRD have poorer academic achievement as compared with students having NRD (Bergey et al, 2017;Chevalier et al, 2017), including earning lower grades and being more likely to drop out of university than students with NRD (Bergey et al, 2017(Bergey et al, , 2018Chevalier et al, 2017; also see Stack-Cutler et al, 2015). This is at odds with mixed findings on students with LD, which includes some studies that found they earned similar GPAs to their non-LD peers (Heiman & Precel, 2003;Hen & Goroshit, 2014;Vogel & Adelman, 1992) and others that found lower grades for students with LD (Bellacicco & Parisi, 2021;Ruban et al, 2003). Differences in achievement for the two groups (LD vs. HRD) may be due in part to the differences in accommodations, as those with no diagnosis typically do not receive the accommodations and outreach often offered to students with diagnosed LD and which supports their academic success Vogel & Adelman, 1992).…”

Section: Students With a Reading Difficultymentioning

confidence: 99%

The Reading Challenges, Strategies, and Habits of University Students With a History of Reading Difficulties and Their Relations to Academic Achievement

Howard-Gosse,

Bergey,

Deacon

2023

J Learn Disabil

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Given the increase in students with learning disabilities entering university, we investigated a broader group—students with a history of reading difficulties (HRD)—who are known to be at risk of academic struggles. We identified the self-reported reading challenges and strategies of university students with HRD ( n = 49) and those with no history of reading difficulties (NRD; n = 88) and examined group differences and relations with first-year grade point average (GPA). Students with HRD reported more difficulties with perceived reading comprehension, concentration, and reading speed than students with NRD. Groups differed in use of reading strategies: Students with HRD were descriptively more likely to reduce reading volume by using alternative materials and chose to read based on text length and availability of alternative materials. For both groups, reading completion and concentration strategies were positively related to GPA, while perceived difficulty with reading comprehension and choosing to read based on interest were negatively related to GPA. Some strategies were negatively associated with GPA for students with NRD, but not for students with HRD. Findings revealed the challenges that students with HRD experience with reading in university and identified strategies, potentially adaptive or maladaptive, that they used to manage their academic reading load.

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External accomplice factors in university success: Narratives of graduates with invisible disabilities in Italy

Moriña,

Tontini,

Perera

2024

International Journal of Educational Research

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Persistence and academic performance in higher education: a comparison between students with and without reported learning disabilities

Cited by 3 publications

References 44 publications

Exploring the perception of barriers to a dual career by student-athletes with/out disabilities

Exploring the perception of barriers to a dual career by student-athletes with/out disabilities

The Reading Challenges, Strategies, and Habits of University Students With a History of Reading Difficulties and Their Relations to Academic Achievement

External accomplice factors in university success: Narratives of graduates with invisible disabilities in Italy

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