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

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.