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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

University service utilization patterns in students with specific learning disabilities: An institutional

Syed Mohammed Basheeruddin Asdaq^1,2,3, Mamdouh Saleh Alharbi¹, Mohanad Abdullah Alansari¹

¹Department of Pharmacy Practice, College of Pharmacy, AlMaarefa University, Ad Diriyah, Saudi Arabia.

|July 16, 2025

Summary

University students with specific learning disabilities (SLDs) underutilize support services. Service use varies by SLD type, gender, and health, highlighting the need for tailored interventions to improve accessibility and academic success.

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Area of Science:

Higher Education
Disability Studies
Educational Psychology

Background:

Specific learning disabilities (SLDs) affect university students' academic experiences.
Understanding service utilization patterns is crucial for supporting students with SLDs.
Sociodemographic factors, health, and SLDs influence access to university resources.

Purpose of the Study:

To examine the relationship between university service utilization and the presence of SLDs.
To identify how sociodemographic factors, health status, and SLDs impact service use.
To inform strategies for improving accessibility and support for students with SLDs.

Main Methods:

A cross-sectional survey of 302 university students was conducted.
Data collected included sociodemographics, health status, and self-reported SLDs.
Statistical analyses (Binary Logistic Regression, Pearson correlation) examined associations between SLDs and service utilization.

Main Results:

High prevalence of dysgraphia (42.7%), dyscalculia (43%), and auditory processing disorder (23.8%) reported.
Frequent use of common services linked to visual-motor deficits and academic year.
Specific service use associated with dyslexia, auditory processing disorder, and female gender; sleep disturbances reduced utilization.

Conclusions:

Significant underutilization of university services by students with SLDs was observed.
Service engagement is influenced by SLD type, academic progression, gender, and health factors.
Recommendations include disability-awareness campaigns, tailored accommodations, and faculty training to enhance support and accessibility.