Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach, Academic Achievement, and Satisfaction

Abstract

In recent years, an increasing number of students with specific learning disabilities (SLDs) have enrolled in universities. The present exploratory study examined the frequency of use and appreciation of universal (open to every student) and specific services (offered to students with SLDs) and their relation to age, academic achievement, satisfaction, self‐efficacy, and use of self‐regulated learning (SRL) strategies. Participants were 147 Italian university students with SLD diagnoses (42 males; mean age: 22.49, SD = 3.29). Results showed that, overall, the frequency of use and appreciation of specific services were positively related to academic satisfaction, self‐efficacy, and SRL strategies. Furthermore, frequency of use of compensatory tools and dispensatory measures was positively associated with academic achievement. These findings suggest that universities play an important role in supporting students with SLDs during their academic years by providing them with useful services and accommodations.

Disturbi Specifici Di Apprendimento: Idee Per Un’università Inclusiva All’interno Della Comunità Europea

“…Inoltre, è stato osservato come gli studenti universitari con DSA ricevano generalmente beneficio da interventi di supporto all'apprendimento, ma ci sia anche una grande variabilità di esperienze e bisogni (Sumner, 2021). Partendo da questa prospettiva, i servizi di supporto offerti dalle università si rivelano un ottimo terreno di sperimentazione sia dal punto di vista delle pratiche educative che di ricerca (Pellegrino et al, 2023).…”