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Related Concept Videos

Learning Disabilities01:25

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Published on: September 27, 2020

Qualitative differences in learning disabilities across postsecondary institutions.

Robert Weis1, Lauryn Sykes, Devanshi Unadkat

  • 1Denison University, Granville, OH 43023, USA. weisr@denison.edu

Journal of Learning Disabilities
|March 23, 2011
PubMed
Summary
This summary is machine-generated.

Many college students with specific learning disability (SLD) accommodations don't meet diagnostic criteria. Criteria adherence varies by college type, impacting SLD identification and support for students.

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Area of Science:

  • Psychology
  • Education

Background:

  • Many college students with specific learning disability (SLD) accommodations do not meet objective diagnostic criteria.
  • The diagnostic criteria met by students often depend on the specific decision model employed by clinicians.

Purpose of the Study:

  • To investigate if the type of postsecondary institution moderates the relationship between diagnostic models and the likelihood of students meeting objective SLD criteria.
  • To explore differences in academic impairment among students who meet objective criteria.

Main Methods:

  • Administered a comprehensive psychoeducational battery to 98 undergraduates receiving SLD accommodations.
  • Included students from 2-year public colleges, 4-year public universities, and 4-year private colleges.

Main Results:

  • Most 4-year public university students did not meet objective SLD criteria.
  • Most 4-year private college students met criteria via ability-achievement discrepancies.
  • Most 2-year public college students met criteria via normative deficits in achievement and cognitive processing.
  • Students meeting criteria showed significant differences in academic impairment levels.

Conclusions:

  • Specific learning disability (SLD) presentation and identification vary qualitatively across different postsecondary educational settings.
  • Findings have significant implications for the accurate identification and effective mitigation of SLD in the college student population.