Dyslexic/learning disabled students at Dartmouth college

Area of Science:

• Higher Education
• Neurodiversity Studies
• Educational Psychology

Background:

• Selective colleges enroll students with diverse learning profiles, including those with dyslexia/learning disabilities.
• A significant portion of learning-disabled students at Dartmouth were identified through on-campus diagnostic testing.
• Understanding the profile and needs of learning-disabled students is crucial for inclusive higher education.

Purpose of the Study:

• To profile learning-disabled students at a highly selective college (Dartmouth).
• To examine the academic and extracurricular achievements of these students.
• To assess the landscape of awareness and accommodations for learning disabilities in selective colleges.

Main Methods:

• In-depth interviews and advising relationships with learning-disabled Dartmouth students.
• Surveys of selective colleges regarding awareness and accommodations in 1986 and 1988.
• Description of a 1987 symposium on dyslexia/learning disabilities hosted by Dartmouth.

Main Results:

• Learning-disabled students at Dartmouth achieve well academically, socially, and extracurricularly.
• These students often score highly on standardized tests (SAT, IQ) and utilize accommodations effectively.
• Awareness and academic accommodations for learning disabilities increased at selective colleges between 1986 and 1988.

Conclusions:

• Learning-disabled students at selective institutions can be highly successful, often relying on accommodations.
• Highly selective colleges should consider implementing comprehensive services and resources for students with learning disabilities.
• Dartmouth's model of support and accommodation offers insights for other institutions.