Students with Learning

Disabilities in Higher
Education

Arnold, Gross, Hall, Juwong,

Roberts
Western Michigan University

Overvie
w

Definition of Learning Disabilities & Examples

History of Disabilities in Higher Education
Laws that Influence Students
Perceptions and Stereotypes
Implications for Student Affairs

What are Learning

Disabilities?
A disorder in one or more basic psychological processes
involved in understanding or in using language, spoken or
written, that may manifest itself in an imperfect ability to
listen, speak, read, write, spell, or to do mathematical
calculations
(Lyon, 1996, p. 56)

Types of Learning Disabilities

(1) Spoken language
(2) Written language
(3) Arithmetic
(4) Reasoning
(University of Washington, 2012)

Example: Dyslexia

Developmental reading disorder that occurs when the brain does not
properly recognize and process certain symbols
(U.S. National Library of Medicine, 2013)

Causes difficulty with reading comprehension, vocabulary development,

and writing composition

Affected approximately 32,655 students in 2009-10

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Histor
y

Foundations of the Learning Disabilities Movement

o Early History
o Development of Professional Associations
o Modern Developments
(Torgesen, 2004)

Theoretical Models

Medical Model
Psychological Processes Model
Behavioral Model
Cognitive/Learning Model
(Popin, 1988b)

Paradigms

Reductionist Paradigm
o Encompasses the four theoretical models previously discussed
o Problematic

Holistic Paradigm
(Popin, 1988a)

Law
s

Individuals with Disabilities Education Act (IDEA)

Section 504 of the Rehabilitation Act of 1973

Americans with Disabilities Act (ADA) and Americans with Disabilities Act
Amendments Act (ADAAA)

Challenges of Accommodations

Individuals with Disabilities

education law that ensures public schools serve
Nations federal special
Education
Act
the educational needs of students with disabilities.
(National Center for Learning Disabilities, n.d.b., p. 1)

Develop an Individualized Education Program (IEP)

Americans with Disabilities Act (ADA) &

ADAAA

Civil rights law passed by Congress in 1990 (ADA) amended in 2008 as

ADAAA
o Employment
o Public Services
o Public Accommodations
o Education

Section 504 of the Rehabilitation Act

of 1973

Addresses issues of discrimination and accommodations in various aspects

of higher education:

General Treatment of Students

Admissions
Housing
Financial & Employment Assistance
Nonacademic Services

Accommodatio
ns
An
accommodation
will
be granted if the student shows documentation of

their disability, the accommodation is reasonable, and it does not

fundamentally alter the nature of the course, test, etc.

Examples of Accommodations
o Interpreters, Readers and Note-Takers
o Allowing additional test time and/or a quiet testing room
o Alternate exam format
o Permitting use of computers & other assistive technology
o Access to powerpoint/presentation slides

Activity 2
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Perceptions and
Stereotypes
Held by students and faculty, both with and without learning disabilities
Invisible disability - may encounter more misconceptions and stereotypes
regarding the legitimacy of their disability and their need for protection,
(Wolf, 2001, p. 387)

Can manifest themselves in the form of decreased self-esteem and lack of

positive self-regard

Students Self-Perceptions

Can be critical to their success in higher education

Have been shown to have hard time building relationships with others
o Worry of being judged or looked down on

Hesitant to seek support - negative stigma

Look for ways to rename or redefine the label
Face internal conflicts
o Ex: self-esteem and self-concept

Students without Learning

Disabilities

Hold certain attitudes toward students with learning disabilities

o Less intelligent than peers
o Cannot function like others
o Incapable of learning

Manipulating the system, or cheating, to get ahead

o Lazy, lying, taking advantage by receiving accommodations

Never be able to overcome their disability

o Will negatively affect them for their whole life

Faculty Attitudes

Can vary depending on type of faculty, institution, level of education and

understanding of subject

Educational experiences enhanced when faculty willing to make

accommodations -- vital to degree completion

Different perceptions/attitudes
o Negative attitudes
o Lack of knowledge

Study conducted by Vogel, Leyser, Wyland, and Brulle (1999)

o Willingness to provide accommodations, perception of fairness, impact
of professional status and rank

Barriers

Directly correlated with perceptions and stereotypes

Acceptance
o Involves more than merely coming to terms with the technical
realities of a disability. Rather, it is coming to terms as well with
the social/emotional impact of being labeled, (Higgins, 2002, pp. 7-8).
Being academically different than peers
Taking steps to get accommodations from institution & staff
Learning to transform everyday life
Example: Dyslexia

Implications for Student

Affairs
According to Hadley (2011) Student development theory can be
a useful framework to administrators and service providers to
be more supportive (p. 78).

Transition Theory
Social Constructivism
Universal design
Identity development

Transition Theory
(1) Entry into college,
(2) Management of academic and social changes during college, and
(3) Exit from college and entry into employment
(Sipperstein, 1988)

Transition Theory: Entry into College

Begins in high school

Awareness of changes in accommodations
Interest in college tends to be low

Services centered on:

(1) Supporting interest in college, and
(2) Development of an Individualized College Plan

Transition Theory: Management of

Academic and Social Changes
Some of the problems that students with learning disabilities have
identified include assessing and making use of college services,
identifying new ways to learn and study, finding a niche or group of
friends, learning to become their own advocates, and establishing
effective teacher/student relationships with faculty.
(Siperstein, 1988, p. 433)

Transition Theory: Exit from College

and Entry into Employment
Workshops centered on:
Career awareness
Job preparation/ search strategies
Vocational skill development: communication, teamwork, leadership

Social Constructivism

Social constructivism places the responsibility for students learning and

development on the educational community (Nicholas & Quaye, 2009, p. 50).

This view critiques the larger societal culture and the relationships that
contribute to inadequate notions of disabilities.

Educators who use social constructivist theory while working with

students capitalize on universal design.

Universal Design

Universal design can benefit many students with and without learning
disabilities by approaching learning without an exclusive mentality.
Seven Principles
Equitable curriculum
Flexible curriculum
Simple and intuitive instruction
Multiple means of presentation
Success orientated curriculum
Appropriate level of student effort
Appropriate environment for learning
https://www.youtube.com/watch?v=6jinXRuL-Tw
(Nichols & Quaye, 2009, p.51)

Identity Development
Chickerings Seven Vectors
Developing competence
Managing emotions
Developing autonomy
Establishing Identity
Freeing interpersonal relationships
Developing Integrity

(Nichols & Quaye, 2009, p. 52)

Engagement Strategies

Orientations, Bridge Programs, and First Year Programs

Assessment of Institutional Practices and the Physical Environment
Student Mentoring Programs
Campus Organization for Students with disabilities
Education Sessions for Faculty and Student Affairs Educators
Research on Retention Rate of Student's with Disabilities
(Nichols & Quaye, 2009, p. 53-56)

Disability Services for Students

Information
2210 Wilbur Ave across from Rood Hall
269-387-2116
http://www.wmich.edu/disabilityservices/

Services
Priority Registration
Referral and advocacy activities with University departments
Campus accessibility
Adaptive computer equipment
Acting as a liaison for special classroom concerns

(Disability Services for Students, Western Michigan University, 2014)

Questions?

Referenc
es

Disability Rights California. (2012). Rights of students with disabilities in higher education: A guide for college and university students . Retrieved from http://www.disabilityrightsca.org/pubs/530901.pdf
Hadley, W. M. (2011). College students with disabilities a student development perspective. New directions for Higher Education, 2011 (154), 77-81. doi:10.1002/he.436
Higgins, E. L., Raskind, M. H., Goldberg, R. J., & Herman, K. L. (2002). Stages of acceptance of a learning disability: The impact of labeling. Learning Disability Quarterly, 25(1), 3-18. doi: 10.2307/1511187
Lyon, G. R. (1996). Learning disabilities. Special Education for Students with Disabilities, 6(1), 54-76. Retrieved from http://www.princeton.edu/futureofchildren/publications/journals/article/index.xml?
journalid=57&articleid=340&sectionid=2282
May, A. L., & Stone, A. C. (2010). Stereotypes of individuals with learning disabilities: Views of college students with and without learning disabilities. Journal of Learning Disabilities, 43(6), 483-499. doi:
10.1177/0022219409355483
National Center for Learning Disabilities, NCLD Public Policy Team. (n.d.b.). What Is IDEA?. Retrieved from http://www.ncld.org/disability-advocacy/learn-ld-laws/idea/what-is-idea
Nichols, A. H. & Quaye, S. J. (2009). Beyond accommodations: Removing barriers to academic and social engagement for students with disabilities. In S. R. Harper & S. J. Quaye (Eds.) Student engagement in higher education:

Theoretical perspectives and practical approaches for diverse populations (pp. 36-60). New York, NY: Routledge
Pliner, S. M. (1999). Listening to the learning disabled: Self-perceptions of learning disabled identity among college students. (Order No. 9932338, University of Massachusetts Amherst). ProQuest Dissertations and Theses, ,
259-259 p. Retrieved from http://search.proquest.com/docview/304515085?accountid=15099. (304515085)
Poplin, M. S. (1988a). Holistic/constructivist principles of the teaching/learning process: Implications for the field of learning disabilities. Journal of Learning Disabilities, 21 (7), 401-416. Doi:10.1177/002221948802100703.
Poplin, M. S. (1988b). The reductionistic fallacy in learning disabilities: Replicating the past by reducing the present. Journal of Learning Disabilities 21(7), 389-400. Doi:10.1177/002221948802100702.
Siperstein, G. N. (1988). Students with learning disabilities in college: The need for a programmatic approach to critical transitions. Journal of Learning Disabilities, 21(7), 431-436.
doi:10.1177/002221948802100708
Torgesen, J. K. (2004). Learning disabilities: An historical and conceptual overview. In B. Y. L. Wong (Ed.). Learning about learning disabilities (pp. 3-40). Burlington, MA: Academic Press.
University of Washington. (2012). Academic accommodations for students with learning disabilities: Achieving equal access through accommodations and universal design. Retrieved from
www.washington.edu/doit/brochures/academics/accomm_ld.html
Vogel, S. A., Leyser, Y., Wyland, S., & Brulle, A. (1999). Students With Learning Disabilities in Higher Education: Faculty Attitude and Practices. Learning Disabilities Research & Practice (Lawrence Erlbaum), 14(3), 173. doi:
10.1207/sldrp1403_5
Wolf, L. E. (2001). College students with ADHD and other hidden disabilities outcomes and interventions. Annals of the New York Academy of Sciences 931:385-95

doi:10.1111/j.1749-6632.2001.tb05792.x.