Specific Learning Disorders in Higher Education: The University of Arizona case study

Titolo Rivista EDUCATION SCIENCES AND SOCIETY
Autori/Curatori Noemi Del Bianco, Laurel Grigg Mason
Anno di pubblicazione 2021 Fascicolo 2021/1
Lingua Inglese Numero pagine 11 P. 219-229 Dimensione file 0 KB
DOI 10.3280/ess1-2021oa11930
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più clicca qui

Vedi l'articolo Scarica l'articolo open access

FrancoAngeli è membro della Publishers International Linking Association, Inc (PILA)associazione indipendente e non profit per facilitare (attraverso i servizi tecnologici implementati da CrossRef.org) l’accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche

Over the past decade the growing number of students with Attention and Learning Disorders in universities has been documented all over the world. Difficulties experienced by students during their academic career have led to an increase in the support services offered by Universities to meet their needs. This development has taken place as a result of changing attitudes and instructional practices across many countries. In this paper, we highlight an example from the Unites States where one university provides multiple services to increase optimal outcomes for this specific population.

Keywords:Specific Learning Disorders; University students;Inclusionin Higher Education

  1. Giaconi C. and Capellini S.A. (2015). Conoscere per includere. Riflessioni e linee operative. Milano: FrancoAngeli.
  2. Giaconi C., Del Bianco N., D’Angelo I. and Kraus A. (2020). New perspectives for Inclusive University Teaching: EduPlan4Inclusion. Education Sciences & Society, 11(1): 159-168.
  3. Giaconi C., Capellini S.A., Del Bianco N., Taddei A. and D’Angelo I. (2018). Study Empowerment for inclusion. Education Sciences and Society, 9(2): 166-183.
  4. Ainscow M. (2015). Towards self-improving school systems: Lessons from a city challenge. London: Routledge.
  5. Americans With Disabilities Act (ADA) (1990). 42 U.S.C. P.L. No. 101-336.
  6. Anderson J., Boyle C. (2015). Inclusive education in Australia: rhetoric, reality and the road ahead. Support for Learning, 30(1): 4-22.
  7. Angelini D., Ghidoni E., and Stella G. (2011). L’affaticamento dei dislessici adulti nella lettura: uno studio pilota. In: Genovese E., Ghidoni E., Guaraldi G. and Stella G., a cura di, Dislessia nei giovani adulti. Strumenti Compensativi e strategie per il successo. Trento: Centro Studi Erickson.
  8. Baumeister R. F., Leary M. R. (2017). The Need to Belong: Desire for Interpersonal Attachments as a Fundamental Human Motivation. Interpersonal Development, 117(3): 57-89.
  9. Bellacicco R. (2018). Verso una università inclusiva. La voce degli studenti con disabilità. Milano: FrancoAngeli.
  10. Boekaerts M. (1999). Self-regulated learning: Where we are today. International journal of educational research, 31(6): 445-457.
  11. Brinckerhoff L.C., McGuire J.M. and Shaw S.F. (2002). Postsecondary education and transition for students with learning disabilities. Austin: PRO-ED.
  12. Capellini S.A. and Souza A.V. (2008). Avaliação da função motora fina, sensorial e perceptiva em escolares com dislexia do desenvolvimento. In: Sennyey A.L., Capovilla F.C. and Montiel J.M. editor, Transtornos de aprendizagem: da avaliação à reabilitação. São Paulo: Artes Médicas.
  13. CAST (2018). Universal design for learning guidelines version 2.2. CAST-The UDL Guidelines. -- http://udlguidelines.cast.org.
  14. Chiappetta Cajola L. (2019). Il PEI con l’ICF: ruolo e influenza dei fattori ambientali. Processi, strumenti e strategie per la didattica inclusiva. Roma: Anicia.
  15. Clark J.M. and Paivio A. (1991). Dual coding theory and education. Educational psychology review, 3(3): 149-210.
  16. Cologon K. (2014). Inclusive education in the early years: Right from the start. Oxford: Oxford University Press.
  17. Cornoldi C., Tressoldi P.E., Tretti M.L. and Vio C. (2010). Il primo strumento compensativo per un alunno con dislessia: un efficiente metodo di studio. Giornale Italiano di ricerca e clinica applicativa: Dislessia, 7(1): 77-87.
  18. Cortiella C. and Horowitz S. H. (2014). The State of Learning Disabilities: Facts, Trends and Emerging Issues. New York: National Center for Learning Disabilities.
  19. Cummings R., Maddux C.D. and Casey J. (2000). Individualized transition planning for students with learning disabilities. The Career Development Quarterly, 49(1): 60-72.
  20. D’Angelo I., Giaconi C., Del Bianco N. and Perry V. (2020). Students’ Voice and Disability: Ethical and methodological reflections for Special Pedagogy research. Education Sciences & Society, 11(1): 112-123.
  21. D’Angelo I. and Del Bianco N., a cura di (2019), Inclusion in the University. Studies and practices. Milano: FrancoAngeli.
  22. Del Bianco N. (2019). Autodeterminazione nelle persone con disabilità intellettive. Studi, ricerche e questioni di pedagogia speciale. Milano: FrancoAngeli.
  23. Del Bianco N. (2019a). Technological tools used by University Students with Specific Learning Disorders: an analysis proposal through rankings. In: D’Angelo I., Del Bianco N., a cura di, Inclusion in the University. Studies and practices. Milano: FrancoAngeli.
  24. Del Bianco N., Paviotti G., Giaconi C. and Perry V. (2020), Inclusive processes at the University during the Covid-19 time: strategic guidelines and case studies from the Inclusion Project 3.0. Nuova Secondaria, 2: 511-529.
  25. Disability Cultural Center (n.d.). Disability cultural center; The university of Arizona. Retrieved April 29, 2021 from https://drc.arizona.edu/cultural-center.
  26. DO-IT (2021, April 9). What is universal design? Disabilities, Opportunities, Internetworking, and Technology. https://www.washington.edu/doit/what-universal-design-0.
  27. DuPaul G.J., Pinho T.D., Pollack B.L., Gormley M.J. and Laracy S.D. (2017). First-year college students with ADHD and/or LD: Differences in engagement, positive core selfevaluation, school preparation, and college expectations. Journal of Learning Disabilities, 50: 238-251.
  28. Elmore K., Saia T. and Thomson E.A. (2018) Special Feature: An introduction to disability cultural centers in US higher education, part I. -- https://www.ahead.org/professional-resources/publications/hub/hub-nov-2018/hub-nov-2018-special-feature-disability-cultural-centers.
  29. Friso G., Cornoldi C., Russo M.R., Paiano A. and Amadio V. (2011). Studio efficace per ragazzi con DSA: Un metodo in dieci incontri. Trento: Edizioni Erickson.
  30. Giaconi C. (2015). Qualità della vita e adulti con disabilità. Milano: FrancoAngeli.
  31. Hatcher J., Snowling M.J. and Griffiths Y.M. (2002). Cognitive assessment of dyslexic students in higher education. British journal of educational psychology, 72(1): 119-133.
  32. Heiman T. (2006). Social support networks, stress, sense of coherence and academic success of university students with learning disabilities. Social psychology of education, 9(4): 461-478.
  33. Heiman T. and Olenik-Shemesh D. (2012). Students with learning disabilities in higher education: Use and accessibility of assistive technology, website courses and their correlation to students’ hope and wellbeing. Journal of Learning Disabilities, 45: 308-318.
  34. Ianes D. and Cramerotti S. (eds.) (2007). Il piano educativo individualizzato. Progetto di vita. Trento: Erickson.
  35. Ianes D., Cramerotti S. and Scapin C. (2019). Profilo di funzionamento su base ICF-CY e Piano educativo individualizzato. Trento: Erickson.
  36. Jacques J.G. and Abel N.R. (2020). Using the stepped care model to empower university students with learning disabilities. Journal of College Counseling, 23(1): 85-96.
  37. Kirkland J. (2009). The development of protocols for assessment and intervention at university for students with dyslexia. In Reid G. (ed.), The Routledge companion to dyslexia, New York: Routledge/Taylor & Francis Group.
  38. Lascioli A. and Pasqualotto L. (2011). Il piano educativo individualizzato su base ICF. Strumenti e prospettive per la scuola. Roma: Carrocci Faber.
  39. Linton S. (1997). Reassigning meaning. In: Davis L.J. (ed.) The disability studies reader. London and New York: Routlege.
  40. Magolda M.B.B. and King P.M. (2004). Learning partnerships: Theory and models of practice to educate for self-authorship. Sterling, VA: Stylus Publishing, LLC.
  41. Medeghini R., Valdalà G., Fornasa W. and Nuzzo A. (2015). Inclusione sociale e disabilità, Trento: Erickson.
  42. Mellard D. (2005). Strategies for transition to postsecondary educational settings. Focus on Exceptional Children, 37(9): 1-19.
  43. Messiou K., Ainscow M. Echeita G., Goldrick S., Hope M. Paes I., Sandoval M., Simon C. and Vitorino T. (2016). Learning from differences: A strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27(1): 45-61.
  44. Mitchell D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies. London: Routledge.
  45. Mogharreban C.C., Bruns D.A. (2009). Moving to inclusive pre-kindergarten classrooms: Lessons from the field. Early Childhood Education Journal, 36(5): 407-414.
  46. Mugnaini D., Lassi S., La Malfa G. and Albertini G. (2009). Internalizing correlates of dyslexia. World Journal of Pediatrics, 5(4): 255-264.
  47. Mura A. (2011). Pedagogia speciale oltre la scuola. Dimensioni emergenti nel processo di integrazione. Milano: FrancoAngeli.
  48. Mura A. (2018). Prefazione. In: Bellacicco R., Verso una università inclusiva. La voce degli studenti con disabilità. Milano: FrancoAngeli.
  49. Parker D.R. and Boutelle K. (2009). Executive function coaching for college students with learning disabilities and ADHD: A new approach for fostering self-determination. Learning Disabilities Research & Practice, 24: 204-215.
  50. Pinnelli S. and Fiorucci A. (2021). Individualized educational planning ICF based. Testing and monitoring of the IEP-ICF UniSalento model. Form@ re-Open Journal per la formazione in rete, 21(1): 204-218.
  51. Rainone N., Freda M.F. and Valerio P. (2010). Inclusione e partecipazione attiva all’università. Psicologia Scolastica, 9(1): 81-98.
  52. Rehabilitation Act of 1973, Section 504, 29 U.S.C. (1973).
  53. Rivera C.J., Wood C.L., James M. and Williams S. (2019). Improving Study Outcomes for College Students With Executive Functioning Challenges. Career Development and Transition for Exceptional Individuals, 42(3): 139-147.
  54. Roer-Strier D. (2002). University students with learning disabilities advocating for change. Disability and Rehabilitation, 24(17): 914-924.
  55. Schwartz A.E., Hopkins B.G. and Stiefel L. (2021). The effects of special education on the academic performance of students with learning disabilities. Journal of Policy Analysis and Management, 0: 1-41.
  56. Scorgie K. and Forlin C. (2019). Social inclusion and belonging: Affirming validation, agency and voice. In: Forlorn C., editor, International perspectives on inclusive education, Vol. 13. West Yorkshire, United Kingdom: Emerald Publishing Limited.
  57. Smiley E. (2005). Epidemiology of mental health problems in adults with learning disability: an update. Advances in psychiatric treatment, 11(3): 214-222.
  58. Terzi L. (2013). Disabilità e Uguaglianza Civica; la prospettiva del Capability Approch. Italian Journal of Disability Studies, 1(1): 41-58.
  59. The University of Arizona Disability Resource Center. (n.d.). Disability Resource Center Brochure. Retrieved April 29, 2021 from -- https://drc.arizona.edu/sites/drc.arizona.edu/files/documents/DRC_Brochure_3.pdf.
  60. UN (2004). -- https://www.un.org/.
  61. Wintre M.G., Yaffe M. (2000). First-year students’ adjustment to university life as a function of relationships with parents. Journal of adolescent research, 15(1): 9-37.
  62. World Health Organization (‎2001)‎. International classification of functioning, disability and health: ICF. World Health Organization.
  63. Zappaterra T. (2016), Dyslexia in the University. Guidelines for inclusion and teaching of the University of Florence, Education Sciences & Society, 7(1): 121-137.

  • The Palgrave Handbook of Global Social Problems Cristina Dumitru, pp.1 (ISBN:978-3-030-68127-2)
  • The Palgrave Handbook of Global Social Change Cristina Dumitru, pp.1 (ISBN:978-3-030-87624-1)

Noemi Del Bianco, Laurel Grigg Mason, Specific Learning Disorders in Higher Education: The University of Arizona case study in "EDUCATION SCIENCES AND SOCIETY" 1/2021, pp 219-229, DOI: 10.3280/ess1-2021oa11930