University faculty attitudes and knowledge about learning disabilities

Lipka, Orly; Khouri, Marlyn; Shecter-Lerner, Michal

doi:10.1080/07294360.2019.1695750

Cited by 33 publications

(21 citation statements)

References 19 publications

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“…As in other studies, the findings of the current study showed that students with LD reported higher levels of academic stress and lower levels of academic self-efficacy in comparison to students without LD (Lipka et al., 2020; Panicker & Chelliah, 2016). In contrast to other studies, there was no difference between the groups in the level of academic procrastination (except in ‘studying for exams’) and in online procrastination (Hen, 2018; Whitaker-Sena et al., 2007).…”

Section: Discussionsupporting

confidence: 85%

“…Individuals with LD need to make those efforts, both in the acquisition stages of the function and in its ongoing operation. The complexity of understanding and coping with LD is related to the diversity and wide range of types of disabilities that exist and the differences between one person and another in the pattern and intensity of the deficiency (Lipka et al., 2020; Sarid et al., 2020). In recent times, there has been considerable progress in mapping some of the typical difficulties of LD to specific regions and structures of the brain (Peters & Ansari, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Online and Academic Procrastination in Students With Learning Disabilities: The Impact of Academic Stress and Self-Efficacy

Niazov¹,

Hen

Ferrari

2021

Psychol Rep

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The steady growth in the number of college students with learning disabilities (LD) increases the need to investigate their unique characteristics and behaviors in academia. The present study examined the differences in academic and online procrastination, academic stress, and academic self-efficacy between college students with and without LD. In addition, the relationship between these variables was examined. It was assumed that the difficulties experienced by college students with LD would lead them to increased levels of academic stress, and academic and online procrastination. The results showed significant differences in the levels of all variables except online procrastination between students with (n = 77) and without (n = 98) LD. Further analysis indicated that academic stress and academic self-efficacy mediated the link between LD and academic and online procrastination. These findings support the notion that during higher education, students with LD experience more difficulties than students without LD, which at times will lead them to increased levels of procrastination. However, further studies are needed to understand the nature of online procrastination in students with LD in higher education.

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Section: Discussionsupporting

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Online and Academic Procrastination in Students With Learning Disabilities: The Impact of Academic Stress and Self-Efficacy

Niazov¹,

Hen

Ferrari

2021

Psychol Rep

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“…Research on inclusive education and higher education often highlights faculty members. The majority of studies carried out to date conclude that faculty members are key to the success and sustainability of an inclusive approach [25,26]. When faculty use technological resources in their teaching, including virtual learning environments, inclusive teacher practices can contribute to the retention and success of students with disabilities [27].…”

Section: Inclusive Education As a Promoter Of A More Democratic And Sustainable Societymentioning

confidence: 99%

Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members

et al. 2021

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Currently, the development of new virtual environments as a complementary tool to face-to-face teaching and the increased presence of students with disabilities at university classrooms are changing the landscape of university teaching. This article analyses the actions of faculty members who carry out inclusive practices in the context of technological platforms. The research was based on the assumptions of the qualitative paradigm, using individual semi-structured interviews with 119 faculty members from 10 Spanish public universities. The results show the reasons for inclusive learning with technological platforms, the use that faculty members make of these platforms in their inclusive educational practices, and the influence of these on the learning of students, especially students with disabilities. The conclusions give a good account of the conditions that determine the pedagogical use that faculty members make of virtual environments to facilitate the inclusion of students.

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“…(Alqarni et al, 2019). In colleges, academics are considered to play a key role in encouraging or hindering SWDs throughout their learning processes and educational experience (Lipka et al, 2020). Based on previous literature, Vogel et al (1999) holds the opinion that academics are key contributors towards the success of SWDs due to their numerous opportunities for academic-student interactions which are inclusive of SWDs.…”

Section: Pis -Attitude Towards Swds (Atswds)mentioning

confidence: 99%

“…There has been an increasing interest regarding the integration of students with disabilities (SWDs) in different fields (Lipka, Khouri& Shecter-Lerner, 2020). Disability can be defined as any restriction or lack of ability (as a result of impairment) which limits an individual from performing an activity at a level that is considered to be normal for a healthy individual (Chikuta, Kabote & Chikanya, 2017).…”

Section: Introductionmentioning

confidence: 99%

Integration of Students with Disabilities in Egyptian Tourism Higher Education Institutions (THEIs): An Academic Perspective

Kamel

2020

Journal of Association of Arab Universities for Tourism and Hos

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This study seeks to evaluate perceived institutional support and attitudes exhibited by academics towards the integration of students with disabilities (SWDs) in Tourism Higher Education Institutions (THEIs). The willingness of academics in accommodating SWDs and their interest in furthering professional development for the education of SWDs will also be assessed. A survey was randomly distributed to academic staffs in THEIs with a resulting 310 responses. A Path-Analysis model was implemented using Amos 25 for the testing and validation of research hypotheses. Results indicated positive attitudes among academics towards SWDs with a general willingness to accommodate and integrate them in THEIs. Findings also indicated that the institutional support academic perceive has a significant influence on academics as well as their willingness to support SWDs. This study suggests the strengthening of support and development of training for academics in relation to the education of SWDs. These suggestions and their practical implications for THEIs are detailed in this study. To the author's knowledge, this study will be the first investigation in discussing the academics perspective on the integration of SWDs in THEIs. The results obtained from this study would therefore contribute towards more future literature in this regard..

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University faculty attitudes and knowledge about learning disabilities

Cited by 33 publications

References 19 publications

Online and Academic Procrastination in Students With Learning Disabilities: The Impact of Academic Stress and Self-Efficacy

Online and Academic Procrastination in Students With Learning Disabilities: The Impact of Academic Stress and Self-Efficacy

Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members

Integration of Students with Disabilities in Egyptian Tourism Higher Education Institutions (THEIs): An Academic Perspective

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