Kuriakose Alen, Amaresha Anekal C
Dept. of Sociology and Social Work, CHRIST (Deemed to be University), Bangalore, India.
Dept. of Psychiatric Social Work, Lokopriya Gopinath Bordoloi Regional Institute of Mental Health (LGBRIMH), Tezpur, Assam, India.
Indian J Psychol Med. 2024 May;46(3):196-207. doi: 10.1177/02537176231200912. Epub 2023 Dec 8.
As the number of students with learning disabilities (SwLD) entering higher education (HE) increases, a need arises to improve the services provided to them by understanding their experiences. This scoping review explores the extent and type of evidence on the experiences of SwLD in HE.
The review followed the six stages outlined by Arksey and O'Malley. PubMed, Science Direct, EBSCO, ProQuest, and APA PsycNet were searched for primary data, and studies published between January 2012 and July 2022 were included. The following information was extracted and collated from the included studies: author/s, year, location, objective/aim, study design, materials and methods, and major findings.
The search yielded 3729 titles and abstracts. Their screening resulted in 26 eligible articles. The review of these articles identified three major themes: (a) academic concerns, (b) psychosocial experiences, and (c) support systems and accommodations. The academic concerns included difficulties in areas such as reading, writing, and spelling. The studies on psychosocial experiences showed that SwLD experience stress, anxiety, and lower self-esteem. The studies on support systems and accommodations indicate that they get academic support, technological support, and extra time for examinations from educational institutions.
The SwLD experiences academic and psychosocial challenges during higher studies. However, the existing support systems do not address these challenges, and there is a need for further research in this area.
随着学习障碍学生进入高等教育的人数增加，有必要通过了解他们的经历来改善为他们提供的服务。本范围综述探讨了关于学习障碍学生在高等教育中经历的证据的范围和类型。
该综述遵循了阿克西和奥马利概述的六个阶段。在PubMed、科学Direct、EBSCO、ProQuest和美国心理学会心理学文摘数据库中搜索原始数据，并纳入2012年1月至2022年7月发表的研究。从纳入的研究中提取并整理了以下信息：作者、年份、地点、目标/目的、研究设计、材料和方法以及主要发现。
搜索产生了3729个标题和摘要。筛选后得到26篇符合条件的文章。对这些文章的综述确定了三个主要主题：（a）学业问题，（b）心理社会经历，以及（c）支持系统和便利条件。学业问题包括阅读、写作和拼写等方面的困难。关于心理社会经历的研究表明，学习障碍学生经历压力、焦虑和较低的自尊。关于支持系统和便利条件的研究表明，他们从教育机构获得学业支持、技术支持和额外的考试时间。
学习障碍学生在高等学习期间面临学业和心理社会挑战。然而，现有的支持系统并未解决这些挑战，因此该领域需要进一步研究。
