Lipka Orly, Sarid Miriam, Aharoni Zorach Inbar, Bufman Adi, Hagag Adi Anna, Peretz Hila
Department of Learning Disabilities, University of Haifa, Haifa, Israel.
Edmond J. Safra Brain Research Center, Department of Learning Disabilities, University of Haifa, Haifa, Israel.
Front Psychol. 2020 Jun 26;11:923. doi: 10.3389/fpsyg.2020.00923. eCollection 2020.
The present study examined adjustment to higher education among students with disabilities from a multifaceted perspective (academic, social, emotional, institutional) immediately following their first year of study and onward, with three primary objectives. First, we examined whether students with no disabilities adjust better to higher education than do students with disabilities (mental, physical, sensory, ADHD/LD). Second, we examined differences among the specific disability groups in adjustment to higher education overall and in specific subscales. Finally, we examined the unique pattern of adjustment in each disability group, and sought to determine whether the groups differed with respect to this pattern. Of the 469 students who participated in the study, 234 had disabilities (mental disabilities, sensory, ADHD/LD, physical) and 235 were matched controls. The results indicated that students with disabilities as a whole reported lower adjustment than did controls. A close examination of the differences between the disability groups in the four subscales demonstrated unique adjustment challenges for each of them. The findings demonstrate the importance of specifically examining each disability group, to learn about needs and support.
本研究从多方面视角（学术、社交、情感、机构层面）考察了残疾学生在入学第一年之后直至后续阶段对高等教育的适应情况，主要有三个目标。其一，我们考察了无残疾学生是否比残疾学生（精神、身体、感官、注意力缺陷多动障碍/学习障碍）更能适应高等教育。其二，我们考察了特定残疾群体在整体适应高等教育以及在特定子量表方面的差异。最后，我们考察了每个残疾群体独特的适应模式，并试图确定这些群体在该模式上是否存在差异。在参与研究的469名学生中，234名有残疾（精神残疾、感官残疾、注意力缺陷多动障碍/学习障碍、身体残疾），235名是匹配的对照组。结果表明，总体而言，残疾学生报告的适应程度低于对照组。对四个子量表中残疾群体之间差异的仔细考察表明，每个群体都面临着独特的适应挑战。研究结果表明，具体考察每个残疾群体以了解其需求和支持的重要性。
