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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

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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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Specialized care settings or centers are situated in convenient locations within the community and offer care to a specific group or population. They consist of daycare facilities, mental health facilities, rural health facilities, educational institutions, industries, shelters for the homeless, and rehabilitation facilities.
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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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Updated: Apr 19, 2026

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Student supports: developmental education and other academic programs.

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    College remediation and academic support programs show mixed results, impacting students differently. Improving these services is crucial for postsecondary institutions to enhance student success and college completion rates.

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    Area of Science:

    • Higher Education Policy
    • Educational Psychology
    • Student Support Services

    Background:

    • Low college completion rates in the US are a significant issue, with less than 60% of students graduating within six years.
    • Many students enter higher education unprepared for college-level work, leading to high remedial course enrollment (35-40% of freshmen).
    • Colleges offer various academic and student support programs to address these challenges.

    Purpose of the Study:

    • To describe the role, costs, and impact of college remediation and academic support programs.
    • To synthesize research on the effectiveness of remedial courses and other academic supports.
    • To identify areas for improvement in postsecondary student support services.

    Main Methods:

    • Review and synthesis of existing research on college remediation and academic support programs.
    • Analysis of the nuanced effects of remedial courses across different student demographics and institutions.
    • Discussion of broader academic and student support strategies beyond traditional remediation.

    Main Results:

    • The impact of remedial courses is highly variable, depending on state, institution, student background, and preparedness.
    • Existing research shows mixed findings on the overall effectiveness of remedial programs.
    • Colleges may be over-placing students in remedial courses, necessitating a review of placement processes.

    Conclusions:

    • Improving academic supports and student services is essential given institutional and student financial constraints.
    • Further research is needed to understand optimal placement processes and effective remediation strategies.
    • Colleges must adapt and enhance support systems to improve student outcomes and completion rates.