The relative effects of university success courses and individualized interventions for students with learning disabilities

Reed, Maureen J.; Kennett, Deborah J.; Lewis, Tanya; Lund-Lucas, Eunice; Stallberg, Carolyn; Newbold, Inez L.

doi:10.1080/07294360903067013

Cited by 35 publications

(28 citation statements)

References 28 publications

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“…Others try to make more visible the services that are already offered [4]; [18] and help the students make a better use of the services they are offered [15]. Integrating the regular and the adapted systems [6], [11], [14] and maximising the opportunities of interaction with their pairs would entail academic success [7], [16], [17].…”

Section: Discussionmentioning

confidence: 99%

“…To help students with special needs be prepared to follow a post-secondary education, researchers [15] have studied the effects of academic learning success during secondary school in groups of post secondary students with learning disabilities receiving appropriate services. Three conditions were observed: follow an academic learning success course, benefit from an individual follow-up (highintervention), or an occasional follow-up (lowintervention).…”

Section: Transitionsmentioning

confidence: 99%

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Education Organization Models that Enhance the Success of Students with Special Needs

Dubé¹,

Ouellet²,

Moldoveanu³

et al. 2016

IJTIE

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Section: Discussionmentioning

confidence: 99%

Section: Transitionsmentioning

confidence: 99%

Education Organization Models that Enhance the Success of Students with Special Needs

Dubé¹,

Ouellet²,

Moldoveanu³

et al. 2016

IJTIE

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“…SWDs oftentimes perceive themselves as unprepared for the increased rigor of HEIs; as a result, they are frequently challenged in both their transition to HEIs and in their retention to complete a degree or certificate (Hilary, 2006). This can lead to anxiety and difficulties with academic expectations leading to decreased retention rates (Connor, 2012;Reed, Kennett, Lewis, Lund -Lucas, Stallberg and Newbold, 2009).…”

Section: Introductionmentioning

confidence: 99%

Self-advocacy for Inclusion: A Case Study of Blind Students in the University of Gondar, Ethiopia

Abera

Negassa

2019

IJELS

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The purpose of this study was to investigate the self-advocacy practice for inclusion of blind students in the University of Gondar. A case study design with qualitative inquiry approach was used. In-depth interview guide which was developed out of comprehensive review of literature was used as data gathering instrument. The in-depth interview instrument on its content and construct validity was checked by one blind special needs education professional who works as an instructor in the Department of Special Needs and Inclusive Education in the University of Gondar. There were only five blind students in the university; three were taken as the rest two were unwilling. The data collected through semi-structured interview guide was analyzed thematically in four dimensions of self-advocacy: knowledge of self, knowledge of rights, communication and leadership. Additionally, there was a theme that investigates how the blind students were self-advocating in fighting back their challenges. Results indicate that the blind students were not found to be self-advocates for their inclusion. Except in knowledge of self to some extent, they were found to have limitations in their knowledge of rights, communication and leadership. Recommendations such as improving knowledge of rights, communications and leadership have been forwarded.

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“…Students with disabilities oftentimes perceive themselves as unprepared for the increased rigor of higher education. This can lead to anxiety and difficulties with academic expectations which can all lead to decreased retention rates [13] [14] and they suggested that self-advocacy skills would address the issue. Again they stated that self-advocacy includes having a concept of purpose, thorough goal setting, plan development, being able to articulate personal learning needs, and persistence despite challenges.…”

Section: The Lack Of Self-advocacy Skills and Its Consequencesmentioning

confidence: 99%

The Importance of Self-Advocacy Skills for Students with Disabilities in Higher Education for a Full Inclusion and a Glimpse of Ethiopian Case: A Review of Related Literature

Tedla¹

2017

OALib

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The transition from high schools to higher education institutions can be especially difficult for students with disabilities as the impetus for securing necessary accommodations falls on students themselves rather than on parents or on the institution as it did in high schools. Students with disabilities are still facing issues in both their transition to higher education institutions and their retention to complete a degree or certificate. Educators and researchers suggest that self-advocacy skills would address the issue. A self-advocacy skill is an evidence-based predictor in secondary transition, having an impact on improved post-school outcomes in education and employment. Coming to Ethiopia, over the last few years, higher educational institutions in Ethiopia increased from 11 to 32. Universities and enrollment rate also reached to 100,000 per annum. However, the number of students with disabilities in the universities is still low. Those who joined the universities have experienced challenges of different types ranging from academic to social. Ethiopian institutions do not have any explicit policy for students with disabilities. Similarly, the available provision for students with disabilities, if any, is negligible. For example, in the university where I work in students with physical impairments are facing lack of educational materials, non-inclusive environment (inaccessibility of library, dormitory, toilet rooms, classrooms, roads, and the like) and lack of awareness by the university community. Hence, although making higher institutions to be inclusive for students with disabilities is the responsibility of higher education communities and other stakeholders, students with disabilities are also expected to play a role (by using self-advocacy skills) to get appropriate services and supports to complete their education with better academic and psycho-social achievement that enable them to be competitive in the world of job and social integration, which is the aim of this How to cite this paper: Tedla, T.A. (2017)

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The relative effects of university success courses and individualized interventions for students with learning disabilities

Cited by 35 publications

References 28 publications

Education Organization Models that Enhance the Success of Students with Special Needs

Education Organization Models that Enhance the Success of Students with Special Needs

Self-advocacy for Inclusion: A Case Study of Blind Students in the University of Gondar, Ethiopia

The Importance of Self-Advocacy Skills for Students with Disabilities in Higher Education for a Full Inclusion and a Glimpse of Ethiopian Case: A Review of Related Literature

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