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The relative benefits found for students with and without learning disabilities taking a first-year university preparation course created by Maureen J. Reed, Deborah J. Kennett, Tanya Lewis, and Eunice Lund-Lucas

By: Contributor(s): Material type: TextTextSeries: Active learning in higher education ; Volume 12, number 2United Kingdom? Sage, 2011Content type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISSN:
  • 14697874
Subject(s): LOC classification:
  • LB2300 ACT
Online resources: Abstract: Positive outcomes have been reported for university preparation courses for students without disabilities. Little is known about whether these courses can offer the same benefit to students with learning disabilities and whether the inclusion of psychosocial factors, in addition to academic skills, would benefit both groups. First-level students with and without learning disabilities were tested on variables known to influence academic performance at the beginning and end of a university preparation course. Results revealed that students entering university with and without learning disabilities have similar challenges. Both groups showed increases in attentiveness, and academic and general resourcefulness after the course. Students with learning disabilities experienced greater gains in academic self-efficacy in comparison to their non-disabled peers. The study showed benefits in including psychosocial measures in a university preparation course, and that integrating students with learning disabilities into the course could help to alleviate the limited resources of disabilities programs.
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Item type Current library Call number Vol info Copy number Status Notes Date due Barcode
Journal Article Journal Article Main Library - Special Collections LB2300 ACT (Browse shelf(Opens below)) Vol. 12, no. 2 (pages 133-142) SP9775 Not for loan For in house use

Positive outcomes have been reported for university preparation courses for students without disabilities. Little is known about whether these courses can offer the same benefit to students with learning disabilities and whether the inclusion of psychosocial factors, in addition to academic skills, would benefit both groups. First-level students with and without learning disabilities were tested on variables known to influence academic performance at the beginning and end of a university preparation course. Results revealed that students entering university with and without learning disabilities have similar challenges. Both groups showed increases in attentiveness, and academic and general resourcefulness after the course. Students with learning disabilities experienced greater gains in academic self-efficacy in comparison to their non-disabled peers. The study showed benefits in including psychosocial measures in a university preparation course, and that integrating students with learning disabilities into the course could help to alleviate the limited resources of disabilities programs.

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