Learning impacts reported by students living with learning challenges/disability

ABSTRACT

Internationally, students with disabilities (SWD) are increasing in numbers in higher education institutions. SWD are legally required to be supported by their institutions to ensure equity of access and outcome. Most research around SWD is focused on the provision of support and accommodation to achieve equitable access. Recent research has shown that the majority of students who would qualify as ‘disabled’ choose not to disclose and receive no support. This research asks SWD (n = 553) to describe the impact of their disability on their learning. Impacts described included limited access, decreased engagement and cognitive differences. Meeting the needs of these students, who in the main are non-disclosed, is explored through consideration of impairment and disability within the institution with the goal of improving the experience of learning for these students.

KEYWORDS:

• Disability
• learning disabilities
• barriers to learning
• inclusive education
• teaching and learning

Acknowledgements

Permission to publish these results was given by the university executive unit of the study institution.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This research was funded by the University Equity Unit of the study institution and supported by an Australian Government Research Training Program Scholarship.