Learning Disabilities: Impacting University Students' Education And Lives

Learning disabilities are common among university students, with 19% of undergraduates and 12% of graduate students reporting a disability in the US during the 2015-2016 academic year. This figure has increased over time, with 21% of undergraduates and 11% of postbaccalaureate students disclosing a disability in 2019-2020. The most common type of disability among undergraduates is attention-deficit/hyperactivity disorder (ADD or ADHD), affecting 15% of students in 2022. Learning disabilities, such as dyslexia, affect 5% of undergraduates and are the leading cause of students receiving specialised instruction or accommodations.

University students with learning disabilities

The specific percentage of students with learning disabilities varies depending on the source and year of data collection. In 2022, 5% of undergraduates reported having a learning disability, according to the American College Health Association (ACHA). However, another source from 2019-2020 reports that 21% of undergraduates had a disability, which includes but is not limited to learning disabilities.

It is important to note that the number of students with learning disabilities in higher education may be underreported. For example, in the 2015-2016 school year, only 37% of students with disabilities disclosed their disability to their college or university. This could be due to various reasons, such as students not believing they were sick enough to require accommodations, a lack of awareness of available accommodations, or fear of discussing their needs with professors.

The inclusion of students with learning disabilities in higher education is an ongoing process, and colleges have room for improvement. A 2022 study graded the top 50 funded undergraduate programs on accessibility, accommodations, and inclusion, with only 6% receiving an "A" and 60% receiving a "D."

Despite these challenges, there are resources and accommodations available for students with learning disabilities. For example, students with learning disabilities can receive free financial aid for college, such as scholarships and grants, and may qualify for student loan forgiveness if their disability prevents them from working. Additionally, there are specific guides and resources available to help students with learning disabilities navigate accommodations at their colleges or universities.

Overall, university students with learning disabilities face unique challenges and may require additional support to succeed in higher education. With the right resources and accommodations, these students can thrive and achieve their academic goals.

Graduation rates

High School Graduation Rates

In the 2019-2020 school year, 72% of students with learning disabilities who left school graduated with a diploma, and 10% received an alternative certificate. This is a lower rate than the high school graduation rate among all 18-24-year-olds in 2019, which was about 94%.

College Graduation Rates

The six-year graduation rate of students with disabilities at four-year colleges is 49.5%, compared to roughly 68% for students without disabilities. This means that students with learning disabilities enroll in four-year colleges at half the rate of the general population. Their completion rate for any type of college is 41%.

Bachelor's Degree Attainment

The percentage of people with disabilities earning a bachelor's degree doubled between 2008 and 2021. In 2023, nearly 20% of 25-34-year-olds with a disability had a bachelor's degree or higher, compared to 41% of those without a disability.

Employment Rates

The unemployment rate for people with disabilities is about double that of people without disabilities (7.6% vs 3.5%). However, the unemployment rate for people with disabilities decreases with higher levels of education. Even so, bachelor's degree holders with disabilities still face higher unemployment rates than those without.

Employment rates

According to the National Center for Education Statistics (NCES), 19% of undergraduate and 12% of graduate students reported having a disability in the 2015-2016 school year. This figure includes students with disabilities such as deafness or serious difficulty hearing, blindness or serious difficulty seeing, serious difficulty concentrating, remembering, or making decisions due to a physical, mental, or emotional condition, or serious difficulty walking or climbing stairs.

The employment rates and labour force participation of people with disabilities is a topic of great interest to the US government. The Bureau of Labor Statistics (BLS) reports that the unemployment rate for people with disabilities is about double that of people without disabilities (7.6% vs. 3.5%). Even with higher levels of education, bachelor's degree holders with disabilities still face higher unemployment rates than those without.

People with disabilities who are employed are more likely to be self-employed than people without disabilities (9.5% vs. 6.1%). They are also almost twice as likely to work part-time, according to the BLS (30% vs. 16%).

The type of disability also affects employment rates. For example, in the 2021-2022 school year, the percentage of students from racial and ethnic minority backgrounds served under the Individuals with Disabilities Education Act (IDEA) for autism ranged from 8% to 14%. The percentage of students with autism was highest for Asian students (31%), while the lowest percentages were for Hispanic, American Indian/Alaska Native, and Pacific Islander students (8% each).

Overall, the employment rates of people with disabilities are lower than those without, and this disparity persists even with higher levels of education. The US government recognises the importance of this issue and collects data to inform policy initiatives to improve employment opportunities and outcomes for people with disabilities.

Inclusion on campus

Understanding the Landscape

According to the National Center for Education Statistics (NCES), 19% of undergraduate students reported having a disability in the 2015-2016 academic year. This percentage translates to nearly one in five undergraduate students. Among undergraduates, the disability rate was higher for female students (22%) and non-binary students (54%) than for male students (18%). Additionally, specific learning disabilities, such as dyslexia, dyscalculia, and other learning differences, affect 5% of undergraduate students.

Enhancing Accessibility and Accommodations

Colleges and universities have work to do to improve inclusion for students with disabilities. In a 2022 peer-reviewed study, only 6% of top-funded undergraduate programs received an "A" grade for accessibility, accommodations, and reputation for inclusion. The low grade indicates that there is much room for improvement in creating an inclusive environment for students with disabilities.

Addressing Underreporting and Lack of Accommodations

It is important to note that only 37% of students with disabilities report their disability to their college or university. This underreporting can be attributed to various factors, such as students not believing they are sick enough, not knowing that accommodations exist, or fearing disclosure to professors. Even when students do report their disability, many do not receive the necessary accommodations. This issue is prevalent, with 15-43% of students not receiving accommodations from their schools.

Recommendations for Improvement

To enhance inclusion on campus, several measures can be implemented:

• Training and Education: Professors and staff should undergo training to better understand disability accommodations and how to create an inclusive learning environment. This training can help address the concerns of students with disabilities, who often feel a lower sense of belonging and experience higher rates of discrimination on campus.
• Outreach and Support Services: Institutions should prioritize outreach and communication about available disability support services. Having dedicated staff to help students navigate the process of registering for accommodations and removing financial barriers can significantly improve access.
• Improving Graduation and Employment Rates: Students with disabilities tend to graduate from high school and college at lower rates than their peers without disabilities. Additionally, the unemployment rate for individuals with disabilities is about double that of those without. To address this, colleges can provide better support, such as career services and resources specifically tailored to the needs of students with disabilities.
• Student Involvement: Encouraging students to be advocates for themselves and each other can help create a more inclusive environment. Students can suggest improvements, participate in support groups, and contribute to policy changes that benefit the entire student body.

In conclusion, creating an inclusive campus environment for students with learning disabilities requires a multi-faceted approach involving administration, staff, and students. By addressing the current challenges and implementing recommended strategies, higher education institutions can foster a sense of belonging, improve academic outcomes, and empower students with learning disabilities to reach their full potential.

Identification of learning disabilities

The identification of learning disabilities is a complex process that requires a thorough evaluation of multiple factors. Here are some key aspects to consider:

Academic and Cognitive Skills

The Learning Disabilities Association of America (LDA) emphasizes the importance of assessing specific skill areas, including oral language (listening, speaking, and understanding), reading (decoding, phonetic knowledge, word recognition, fluency, and comprehension), writing (written expression and spelling), and mathematics (computation, problem-solving, and math fluency). A comprehensive evaluation should also consider the underlying cognitive and psychological processes that contribute to learning.

Genetic and Developmental History

There is growing scientific evidence of a genetic basis for learning disabilities. Therefore, evaluations should include a detailed developmental history, considering the individual's acquisition of language and pre-reading skills, as well as gathering information about their family members' development in these areas.

Medical Information

Medical information, such as hearing, vision, or motor difficulties, is crucial in the identification process. This information helps in ruling out or understanding the impact of sensory-based deficits on academic performance.

Standardized Assessments

Standardized, norm-referenced assessments of cognitive abilities and academic achievement are essential tools in the evaluation process. These assessments provide a standardized metric for comparing an individual's performance relative to their peers.

Progress Monitoring and Interventions

Data from progress monitoring can offer valuable insights into an individual's response to evidence-based interventions targeting specific academic deficits. This information helps evaluate the effectiveness of interventions and inform the identification process.

Behavioral, Social, and Emotional Functioning

Input from parents, teachers, and students themselves through interviews and questionnaires is vital. This qualitative data helps assess behavioral, social, and emotional functioning, as well as attention and executive functioning, which can be impacted by learning disabilities.

Processing Abilities

Cognitive processing deficits are a hallmark of learning disabilities. Assessments should focus on processing abilities related to oral language, reading, writing, and math. The Cattell-Horn-Carroll Theory (CHC) is widely accepted in this field and forms the basis for many major cognitive ability assessments.

Clinical Analysis

The interpretation of evaluation data requires clinical analysis by qualified professionals trained in human development, learning theory, assessment, developmental disabilities, and neuropsychology. This analysis involves synthesizing qualitative and quantitative information to identify processing deficits that impact learning.

Educational and Occupational Settings

The evaluation process should consider the specific demands of the individual's learning environment, whether in an educational or occupational setting. Functional academic demands can vary across different settings and life stages, and support needs may change accordingly.

While these guidelines provide a comprehensive framework for identifying learning disabilities, it is important to remember that each case is unique, and a combination of factors must be considered for an accurate diagnosis.

Frequently asked questions