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The national learning disabilities postsecondary data bank: an overview
S A Vogel1, F Leonard, W Scales
1Educational Psychology, Counseling, and Special Education Department, Northern Illinois University, De Kalb 60115, USA. svogel@niu.edu
Journal of Learning Disabilities
|May 26, 1998
Summary
The proportion of students with learning disabilities (LD) in postsecondary institutions (PSIs) varied widely, from 0.5% to 10%. Key factors influencing these proportions included institution size, type, and graduate program offerings.
Area of Science:
- Disability Studies
- Higher Education Research
- Educational Psychology
Background:
- Postsecondary institutions (PSIs) offer varying levels of support services for students with learning disabilities (LD).
- Understanding the prevalence and influencing factors of LD in higher education is crucial for equitable access and support.
Purpose of the Study:
- To assess support services, policies, and procedures for students with LD in a national sample of PSIs.
- To determine the proportion of students with LD and identify factors affecting these proportions.
Main Methods:
- A survey was administered to a nationally representative sample of postsecondary institutions.
- Data collected included institutional characteristics, LD support services, policies, and student demographics.
Main Results:
- The proportion of students with LD ranged from 0.5% to nearly 10%.
- Significant factors impacting LD student proportions included institution size, type, Carnegie classification, and graduate program availability.
Conclusions:
- Institutional characteristics play a significant role in the prevalence of students with learning disabilities.
- Findings highlight the need for tailored support services and policies in higher education.
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