特定学习障碍学生的大学服务利用模式:一个机构横截面研究
Syed Mohammed Basheeruddin Asdaq1,2,3, Mamdouh Saleh Alharbi1, Mohanad Abdullah Alansari1
1Department of Pharmacy Practice, College of Pharmacy, AlMaarefa University, Ad Diriyah, Saudi Arabia.
PloS one
|July 16, 2025
概括
具有特定学习障碍 (SLD) 的大学生未充分利用支持服务. 服务的使用因SLD类型,性别和健康状况而异,突出显示了为提高可访问性和学业成功而需要量身定制的干预措施.
科学领域:
- 高等教育 高等教育
- 关于残疾人的研究.
- 教育心理学教育心理学
背景情况:
- 特定学习障碍 (SLD) 影响大学生学术经验.
- 了解服务利用模式对于支持SLD的学生至关重要.
- 社会人口统计学因素,健康和SLDs影响大学资源的获取.
研究的目的:
- 检查大学服务利用率与SLDs存在之间的关系.
- 确定社会人口统计学因素,健康状况和SLDs如何影响服务使用.
- 为提高SLD学生的可访问性和支持提供信息的策略.
主要方法:
- 对302名大学生进行了横截面调查.
- 收集的数据包括社会人口统计,健康状况和自我报告的SLDs.
- 统计分析 (二进制物流回归,皮尔森相关性) 检查了SLD和服务利用之间的关联.
主要成果:
- 报告的失写症 (42.7%),失算症 (43%) 和听觉处理障碍 (23.8%) 的高患病率.
- 经常使用与视觉运动缺陷和学年相关的共同服务.
- 与阅读障碍,听觉处理障碍和女性性别相关的特定服务使用;睡眠障碍减少了利用率.
结论:
- 观察到,有SLD的学生显著未充分利用大学服务.
- 服务参与受SLD类型,学术进步,性别和健康因素的影响.
- 建议包括提高残疾人意识的运动,量身定制的住宿和教师培训,以加强支持和可访问性.
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