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Journal Article

Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach, Academic Achievement, and Satisfaction

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Casali,  Nicole
Independent Research Group: Personality, Identity, and Crime, Max Planck Institute for the Study of Crime, Security and Law, Max Planck Society;

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https://doi.org/10.1111/ldrp.12323
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Citation

Pellegrino, G., Casali, N., Meneghetti, C., Tinti, C., Re, A. M., Sini, B., et al. (2023). Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach, Academic Achievement, and Satisfaction. Learning Disabilities Research & Practice, 38(4), 274-284. doi:10.1111/ldrp.12323.


Cite as: https://hdl.handle.net/21.11116/0000-000D-B740-C
Abstract
In recent years, an increasing number of students with specific learning disabilities (SLDs) have enrolled in universities. The present exploratory study examined the frequency of use and appreciation of universal (open to every student) and specific services (offered to students with SLDs) and their relation to age, academic achievement, satisfaction, self-efficacy, and use of self-regulated learning (SRL) strategies. Participants were 147 Italian university students with SLD diagnoses (42 males; mean age: 22.49, SD = 3.29). Results showed that, overall, the frequency of use and appreciation of specific services were positively related to academic satisfaction, self-efficacy, and SRL strategies. Furthermore, frequency of use of compensatory tools and dispensatory measures was positively associated with academic achievement. These findings suggest that universities play an important role in supporting students with SLDs during their academic years by providing them with useful services and accommodations.