The Road Ahead: The Undergraduate Learning Experience for Students

with LDSarah Terreberry, PhD

Overview→ LD, Implications for Learning, and the Transition to PSE

→ What the Research Says: Current Issues and Trends

→ My Research: The Undergraduate Experience of Students with LD and Important Considerations

→ How YOU can Help: Practical Strategies and Resources to Support your Students

Q: What types of challenges do you envision your students

with LD might face as they transition to post-secondary

learning?

Respond in the chat!

LD, Implications for Learning, and the Transition to PSE

What is LD?● Refers to disorders that affect the

acquisition, retention, understanding,organization, or use of verbal and/or non-verbal information

● Result from impairments in one or more psychological processes related to learning

● LD can affect performance in reading, writing, and/or math, but also more broadly impacts memory/attention, processing speed, executive functioning, and/or social skills.

(LDAC, 2017)

Specific Areas of Challenge for Students with LD

Oral LanguageE.g. Listening, speaking,

understanding 01ReadingE.g. Decoding, comprehensionWritten Language

E.g. Spelling, written expression

03MathematicsE.g. Computation, problem solving

02

04(LDAC, 2017)

Implications for Learning and Functioning in a Learning Environment

Emotional● Low self esteem● Difficulty with stress,

anxiety● Mental health related

challenges

Social● Difficulty

communicating needs or self-advocating

● Weak interpersonal skills

● Difficulty interacting with peers, teachers/faculty, staff

Academic● Difficulty with amount

or level of work● Organizational

problems● Difficulty with time

management and/or task focus (DaDeppo, 2009)

What the Research Says: Current Issues and Trends

Statistics, Research, & Issues

LD is one of the most prevalent types of disability experienced in youth aged 15-24.

In PSE environments, students with LD:

Account for approximately 5% of any given post-secondary population.

Represent one of the largest disability-related populations registered for support services.

(Statistics Canada, 2017)

(Tsagris & Muirhead, 2012)

(McCloy & DeClou, 2013;Ontario Human Rights Commission, 2003)

Statistics, Research, & Issues

Poorer Academic Performance● Nature of LD● Social adjustments● Academic adjustments

Poor Enrolment/Retention● Lower enrolment ● Higher dropout rates

Greater Difficulty with Social Adjustments● Issues with stress, anxiety, self-

esteem

(DaDeppo, 2009; Gregg, 2007; Murray, Goldstein, Nourse, & Edgar, 2000; Statistics Canada, 2012; Wagner, Newman, Cameto, Garza, & Levine, 2005)

Prevailing Issues at the PSE level?

● Knowledge of LD & effective instructional accommodations/practices

● Attitudes toward students with LD

Faculty

Statistics, Research, & Issues

● Discrepancies between K-12 vs. Post-Secondary systems

System-Level Differences

● The need for formal diagnosis

Access to Services

System-Level

Differences

Access to Services

Faculty

Compounding Issues?

(Abu-Hamour, 2013; Murray, Wren, & Keys, 2008; Zhang et al., 2010)

Secondary School Post-Secondary Settings

•Small class sizes •Attendance recorded and tracked

•Class sizes vary (program dependent)•Attendance may be recorded

•One-on-one support •Limited one-on-one support•Available by appointment

•Classes occur on a daily basis (consistency in content and teaching)

•Classes typically occur once/week •Each class is typically 3 hours

#1: The Classroom/ Setting

System- Level Differences

Secondary School Post-Secondary Settings

•Teachers have specialized knowledge of teaching/learning

•Instructors do not necessarily have teacher training•Counselors are available for support in the Support Services Office

•Teachers help to coordinate AND implement accommodations • Accommodations are offered to students and students are coached to use these

•Accommodations coordinated by third party and executed by instructors•Student must choose to use accommodations and supports

#2: The Teachers

System- Level Differences

Secondary School Post-Secondary Settings

•Students typically live with family & have easy access to immediate support systems

•Students live in residence or off campus; many live away from immediate family/support

•Small learning environment; good familiarity with peers- know each other’s learning needs

•Larger learning environment; many new relationships.

•Consistency in environment/people; often same friendships throughout year

•Different friendships for different classes (program/situation-dependent)

#3: The Social Environment

System- Level Differences

Access to Services

● Documentation○ The need for a formal diagnosis (with

updated documentation)● Coordination of Support Services

○ Coordinated/monitored by a third party

● Students Must ASK; Services Must be Granted○ Students must prove their disability

and advocate for their needs

(Harrison, Nichols, & Larochette, 2008; Roberts, 2012)

The Role of Faculty

● Lack of knowledge of LD and related issues

● Lack of knowledge of appropriate pedagogy

● Limited formal training

Faculty Knowledge

Dependent on:

● Type of disability● Perceived workload● Accommodation

procedures/requirements● Accommodation type

Faculty Attitudes/ Beliefs

(Murray, Wren, & Keys, 2008; Roberts, 2012; Zhang et al., 2010)

The Undergraduate Experience of Students with LD and Important Considerations

This Study

Purpose:

To investigate how the needs of students with LD are currently being met at the post-secondary level in Ontario, Canada by identifying potential barriers of access to support and accommodation.

Rationale:

Increasing numbers of students with LD are attending post-secondary education; many continue to face academic, social, emotional challenges

Limited research exists around the student perspective of their experiences

This StudyResearch Q:

What are the specific barriers of access to accommodation and support that students with LD experience in university and how do they navigate these challenges?

Mixed Methods- Quantitative (survey) and Qualitative (interviews); two university settings in ON

Method:

Participants:Quantitative: 64 identified students with LD● Male- 19 (30%); Female- 44 (69%); Undisclosed- 1 (1%)

Qualitative: 11 identified students with LD● Male- 2 (18%); Female- 9 (82%);

This StudyMeasures:

1. Quantitative: The Student Perceptions of Faculty Preparedness Survey (based on the Faculty Preparedness Survey, Hansen, Dawson, & Specht, 2017)

2. Qualitative: Semi-structured interviews (based on research questions, issues identified in literature)

Examples:

1. I believe that my instructors understand the term “learning disability”

2. My instructors have a strong understanding of the needs of students with LD

3. I believe that my instructors feel that students with LD can be successful at the university level

Examples:

1. What barriers or obstacles have you experienced in this environment?

2. What challenges have you faced in requesting accommodations or support from instructors/professors? What successes have you had?

3. What strategies have you developed to help you succeed in the university environment?

“...They don't—and I know it would be difficult—...adapt it to the individual. It’s all like a processing system. It’s all a cookie cutter process. You know, like you get 30 or 40 kids in a class and they hand them out the same test and they are supposed to—like Pillsbury dough—everyone is supposed to come out the same…You can’t expect people to learn this same way. It doesn't happen.”

- Paolo (Student)

Findings: The Student ExperienceIssue #1: Learning Experiences● Lecture Format● Instructor Teaching Style● Assessment Structure

Findings: The Student ExperienceIssue #2: Having Needs Met● Instructor Lack of Knowledge● Instructor Inflexibility● Unwillingness to go “above and

beyond” basic expectations“I find that in terms of knowledge about learning disabilities-no- a definite no. But in terms of accommodating what they're told to accommodate, most of them—yes. Some of them definitely no.”

- Lance (Student)

“They don't understand the philosophy behind it so there definitely needs to be more advocacy and education to outreach to these people and to these instructors so that they can develop that mind frame that accommodations are not about favoritism, it's an issue of equity not an issue of equality--this is a needs-based thing and this person needs this to be able to access the service.”

- Rachel (Student)

Findings: The Student ExperienceIssue #3: Seeking In-Class Support ● Instructor

attitudes/approachability● Perceived stigma

ImplicationsThe academic experiences of students with LD are largely dependent on faculty/instructors● Improvements?

○ Faculty Training/Professional Development○ Sensitivity Training

Students NEED to be prepared for these realities ● Knowledge of the accommodation process● Knowledge of their rights/responsibilities ● Knowledge of their strengths/needs● Ability to self-advocate and seek help when needed

How YOU Can Help: Practical Strategies to Support your Students

Q: What are you currently doing to support your students with LD in preparing for post-

secondary education?

Respond in the chat!

Practical Strategies

Prepare for the Transition

● Research the setting● Know where to

access help, support, services

● Gather documentation

Familiarize with Procedures

● Understand how services work and who provides these/ how they are provided

Know your Rights & Responsibilities

● Know what is expected of you in the support process

● Know what is required of others

Practical Strategies

Build Self-Advocacy Skills

● Seeking assistance● Knowing/explaining

LD, strengths & needs

● Vocalizing needs

Prepare for Social

Implications● Stigma/social

exclusion (in/out of classroom)

● Establishing positive relationships

Strengthen Learning

Skills/Strategies● Organizational skills● Time management● Studying/ task

management

Programs, Services, and Support

● Summer Prep Programs● Year-Round

Programming & Support

Post-Secondary Transition Programs01

www.transitionresourceguide.caRARC Transition Guide

02

03Provincial and Community- Based Supports (e.g. LDAs)

● Practical disability-related info about PSE

● School-specific info (programs, services, how to access)

● Individualized services● Year-Round

Programming & Support

www.ldao.ca

Conclusions

Students with LD CAN be/ARE successful in PSE

Preparation efforts should begin early

Practical preparation prepares for living/learning beyond PSE

CREDITS: This presentation template was created by Slidesgo, including icons by Flaticon, and infographics & images by Freepik Do you have any questions?

Comments? Feedback?

Sarah Terreberryscopfer@brocku.ca

THANKS

ReferencesAbu-Hamour, B. (2013). Faculty attitudes toward students with disabilities in a public university in Jordan. International Education Studies, 6(12), 74–81. doi:10.5539/ies.v6n12p74

Copfer Terreberry, Sarah, "Understanding Student and Faculty Perceptions of the Accommodation and Support Procedures for Students with LD in Ontario Universities: A Mixed Methods Approach" (2017). Electronic Thesis and Dissertation Repository. 5024. https://ir.lib.uwo.ca/etd/5024

DaDeppo, L. M. W. (2009). Integration factors related to the academic success and intent to persist of college students with learning disabilities. Learning Disabilities Research & Practice, 24(3), 122–131. doi:10.1111/j.1540-5826.2009.00286.x

Hansen, K. Dawson, D., & Specht, J. (2017). Developing an instrument to assess faculty perceptions of preparedness for teaching students with learning disabilities. Exceptionality Education International, 27, 99-115.

Harrison, A.G., Nichols, E., & Larochette, A. (2008). Investigating the quality of learning disability documentation provided by students in higher education. Canadian Journal of School Psychology, 23(2), 161-174.

Learning Disabilities Association of Canada (2017). LD defined: Official definition of learning disabilities. Retrieved January 12, 2021 from http://www.ldac-acta.ca/learn-more/ld-defined

Learning Disabilities Association of Ontario (2017). Learning disabilities statistics. Retrieved January 12, 2021 from http://www.ldao.ca/introduction-to-ldsadhd/articles/about-lds/learning-disabilities-statistics/

McCloy, U. & DeClou, L. (2013). Disability in Ontario: Postsecondary education participation rates, student experience and labourmarket outcomes. Toronto: Higher Education Quality Council of Ontario.

Murray, C., Goldstein, D., Nourse, S. & Edgar, E. (2000). The postsecondary school attendance and completion rates of high school graduates with learning disabilities. Learning Disabilities Research, 15(3), 119-127.

References (Con’t)Murray, C., Wren, C.T., & Keys, C. (2008). Faculty perceptions of students with learning disabilities: Correlates and group differences. Learning Disability Quarterly, 31(3), 95-113

Ontario Human Rights Commission. (2003). The Opportunity to Succeed: Achieving Barrier-free Education for Students withDisabilities. Retrieved July 28, 2017 from http://www.ohrc.on.ca/en/opportunity-succeed-achieving-barrier-free-education-students-disabilities/post-secondary-

education

Roberts, B. L. (2012). Beyond psychometric evaluation of the student-task determinants of accommodation: Why students with learningdisabilities may not need to be accommodated. Canadian Journal of School Psychology, 27(1), 72–80. doi:10.1177/0829573512437171

Statistics Canada. (2012). Canadian Survey on Disability 2012. Retrieved from http://www.statcan.gc.ca/pub/89-654-x/89-654-x2014003-eng.htm

Statistics Canada. (2018). Canadian survey on disability reports: A demographic employment and income profile of Canadians withdisabilities aged 15 years and over, 2017 (89-654-X). Retrieved January 14, 2020 from: https://www150.statcan.gc.ca/n1/pub/89-654-x/89-654-x2018002-eng.htm

Tsagris, D. & Muirhead, B. (2012). Evaluating postsecondary supports for Ontario students with learning disabilities. Toronto: Higher Education Quality Council of Ontario.

Wagner, M., Newman, L., Cameto, R., Garza, N., & Levine, P. (2005b). After high school: A first look at the postschool experiences ofyouth with disabilities. A report from the National Longitudinal Transition Study- 2 (NLTS2). Menlo Park, CA: SRI International.

Zhang, D., Landmark, L., Reber, A., Hsu, H., Kwok, O., & Benz, M. (2010). University faculty knowledge, beliefs, and practices in providing reasonable accommodations to students with disabilities. Remedial and Special Education, 31(4), 276-286.