McGregor Karla K, Langenfeld Natalie, Van Horne Sam, Oleson Jacob, Anson Matthew, Jacobson Wayne
The University of Iowa.
Learn Disabil Res Pract. 2016 May;31(2):90-102. doi: 10.1111/ldrp.12102. Epub 2016 May 17.
To explore the university experiences of students with learning disabilities (LD), 63,802 responses to the 2014 Student Experience in the Research University Survey were analyzed. Compared to other students, those with self-reported LD (5.96%) had difficulty with assignments and had more obstacles caused by non-academic responsibilities and imposed by their skill levels. Students with self-reported LD sensed more bias towards people with disabilities on campus, and they were less satisfied with their overall experience. Interactions between disability status and age suggested even more challenges for older students who self-reported LD. Approximately one-third of students who self-reported LD received accommodations. The rate of accommodations was higher among individuals who were wealthy, who lived alone, and who were out-of-state students. Compared to students who self-reported LD but reported no accommodations, those with accommodations had more contact with faculty and less difficulty with assignments.
为探究有学习障碍（LD）学生的大学经历，对2014年研究型大学学生经历调查的63802份回复进行了分析。与其他学生相比，那些自我报告有学习障碍的学生（5.96%）在作业方面存在困难，并且因非学业责任和自身技能水平而面临更多障碍。自我报告有学习障碍的学生感觉到校园里对残疾人存在更多偏见，并且他们对自己的总体经历不太满意。残疾状况与年龄之间的相互作用表明，自我报告有学习障碍的大龄学生面临更多挑战。约三分之一自我报告有学习障碍的学生获得了住宿安排。在富裕、独居和外州学生中，住宿安排的比例更高。与自我报告有学习障碍但未报告有住宿安排的学生相比，有住宿安排的学生与教师的接触更多，作业方面的困难更少。
