University students with learning disabilities (LD) face significant challenges in coping with academic duties. These challenges are often made worse by a wrong or unsufficient communication and stem from multiple systemic and interpersonal barriers. In this work we will highlight the key issues related to these difficulties, which include limited awareness among teachers about LD-specific learning needs, teaching strategies, and legal rights, resulting in a lack of appropriate support. Additionally, universities often suffer from an insufficient number of dedicated tutors, inadequate communication from LD support offices, and ineffective screening processes that fail to identify undiagnosed students with LD. An additional obstacle is the reluctance of LD students to disclose their condition to teachers, driven by fear that teachers might perceive their requests for accommodations as attempts to gain unfair advantages, ultimately leading to less willingness from educators to support these students during exams. To address these issues, universities must adopt an inclusive communication strategy. This involves creating a new culture by improving educators' knowledge about LD, dispelling misconceptions about students seeking unfair advantages, and fostering understanding of LD students’ legal rights, such as compensatory and dispensatory measures. Teachers should be trained to create tailored learning materials, adapt lesson plans, and design exams suited to LD students' needs. Legal support measures should also be emphasized to ensure equitable educational experiences. Moreover, educators must accept the necessity of dedicating additional time and effort to support LD students effectively. By embedding inclusive communication at the core of support systems, universities can foster a culture of understanding and equity, enabling LD students to overcome barriers, achieve academic success, and fully engage with their educational experiences.
PROMOTING INCLUSIVE COMMUNICATION TO OVERCOME BARRIERS FOR UNIVERSITY STUDENTS WITH LEARNING DISABILITIES
Stefano federici
;elisabetta gola;
2025-01-01
Abstract
University students with learning disabilities (LD) face significant challenges in coping with academic duties. These challenges are often made worse by a wrong or unsufficient communication and stem from multiple systemic and interpersonal barriers. In this work we will highlight the key issues related to these difficulties, which include limited awareness among teachers about LD-specific learning needs, teaching strategies, and legal rights, resulting in a lack of appropriate support. Additionally, universities often suffer from an insufficient number of dedicated tutors, inadequate communication from LD support offices, and ineffective screening processes that fail to identify undiagnosed students with LD. An additional obstacle is the reluctance of LD students to disclose their condition to teachers, driven by fear that teachers might perceive their requests for accommodations as attempts to gain unfair advantages, ultimately leading to less willingness from educators to support these students during exams. To address these issues, universities must adopt an inclusive communication strategy. This involves creating a new culture by improving educators' knowledge about LD, dispelling misconceptions about students seeking unfair advantages, and fostering understanding of LD students’ legal rights, such as compensatory and dispensatory measures. Teachers should be trained to create tailored learning materials, adapt lesson plans, and design exams suited to LD students' needs. Legal support measures should also be emphasized to ensure equitable educational experiences. Moreover, educators must accept the necessity of dedicating additional time and effort to support LD students effectively. By embedding inclusive communication at the core of support systems, universities can foster a culture of understanding and equity, enabling LD students to overcome barriers, achieve academic success, and fully engage with their educational experiences.
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