University students with learning disabilities at the Faculty of Education, Charles University in Prague
Submission date: 2014-03-01
Final revision date: 2014-03-25
Acceptance date: 2014-03-25
Online publication date: 2014-05-16
Publication date: 2014-05-15
Health Psychology Report 2014;2(1):39-48
KEYWORDS
learning disabilityinclusive educationmedical disabilitystudents with special needsmodification of study
TOPICS
health attitudes and behaviorincluding prevention and promotionchild and adolescent healthquality of life and well being
ABSTRACT
BACKGROUND
The paper deals with learning disabilities (LD) of university students in the Czech Republic. The first part describes most common trends in professional care of students with LD in historical context, the second part analyses contemporary situation of support of students with LD during their university studies. Pivotal part of the text describes the situation at Faculty of Education, Charles University in Prague, from the perspective of state LD students, their difficulties and means of possible support.
PARTICIPANTS AND PROCEDURE
Qualitative analysis of functional diagnostics took place in the frame of evidence of 15 students with learning disabilities. Focal point of the functional diagnostics is a structured interview in which an identification of needed modification for studying with specific educational needs of students with LD takes place.
RESULTS
From our analyses it can be stated, that students with LD apply for registration basing on their experience with high school status of a student with SD, or that their decision is influenced by their current study problems or the fact that they went through a modified entrance exam. We have also discovered the fact, that except for the difficulties which result from the type and degree of the disability and which can be compensated by specific approaches, students also need an emotional and social support.
Learning disability is not, however, perceived only as a disadvantage, many students have stated that it has motivated them in their further development.
CONCLUSIONS
Achieved results point to general specifics to the perceived difficulties, to the specifics of the concrete degrees and to the further personal (emotional, social) characteristics of LD students and they support recommended modification for successful studies.
The paper deals with learning disabilities (LD) of university students in the Czech Republic. The first part describes most common trends in professional care of students with LD in historical context, the second part analyses contemporary situation of support of students with LD during their university studies. Pivotal part of the text describes the situation at Faculty of Education, Charles University in Prague, from the perspective of state LD students, their difficulties and means of possible support.
PARTICIPANTS AND PROCEDURE
Qualitative analysis of functional diagnostics took place in the frame of evidence of 15 students with learning disabilities. Focal point of the functional diagnostics is a structured interview in which an identification of needed modification for studying with specific educational needs of students with LD takes place.
RESULTS
From our analyses it can be stated, that students with LD apply for registration basing on their experience with high school status of a student with SD, or that their decision is influenced by their current study problems or the fact that they went through a modified entrance exam. We have also discovered the fact, that except for the difficulties which result from the type and degree of the disability and which can be compensated by specific approaches, students also need an emotional and social support.
Learning disability is not, however, perceived only as a disadvantage, many students have stated that it has motivated them in their further development.
CONCLUSIONS
Achieved results point to general specifics to the perceived difficulties, to the specifics of the concrete degrees and to the further personal (emotional, social) characteristics of LD students and they support recommended modification for successful studies.
REFERENCES (25)
1.
Analýza současné situace studentů se specifickými nároky na vysokých školách [Current situation analysis of students with special needs in higher education] (2010). Praha: MŠMT ČR a ALEVIA.
2.
Bogdanowicz, M. (1999). Model kompleksowej pomocy osobom z dysleksją rozwojową – ocena stanu aktualnego i propozycje zmian w świetle reformy systemu edukacji. Psychologia Wychowawcza, 42, 217-226.
3.
Bogdanowicz, M. (red.). (2012). Dysleksja w wieku dorosłym [Dyslexia in adulthood]. Gdańsk: Wyd. Harmonia.
4.
Bogdanowicz, K.M., Łockiewicz, M., Bogdanowicz, M. & Pąchalska, M. (2013). Characteristics of cognitive deficits and writing skills of polish adults with developmental dyslexia. International Journal of Psychophysiology, 20. doi: 10.1016/j.ijpsycho.2013.03.005.
5.
Cowen, S. (1988). Coping strategies of university students with learning disabilities. Journal of Learning Disabilities, 21, 161-164.
6.
Essex, T-T.A. (2013). Special education students with learning disabilities transitioning from high school into community colleges. Dissertatiton Abstracts International Section A: Humanities and Social Sciences, 72 (7-A).
7.
Field, S., Sarver, M.D. & Shaw, S.F. (2003). Self-determination: a key to success in postsecondary education for students with learning disabilities. Remedial and Special Education. Special issue: Adults with Learning Disabilities, 24, 339-349.
8.
Hampton, G. & Gosden, R. (2004). Fair play for students with disability. Journal of Higher Education Policy and Management, 26, 225-238.
9.
Heiman, T. & Precel, K. (2003). Students with learning disabilities in higher education: academic strategies profile. Journal of Learning Disabilities, 36, 248-258.
10.
Bartlett, D., Moody, S. & Kindersley, K. (2010). Dyslexia in the workplace: An introductory guide. Wiley-Blackwell. doi: 10.1002/9780470669341.
11.
Matějček, Z. (1995). Specifické poruchy čtení. Dyslexie [Specific reading disabilities. Dyslexia]. Jinočany: H + H.
12.
Mertin, V. (2007). Studenti s poruchami učení na vysoké škole [Students with learning disabilities in college]. Praha: Pražské sociálně vědní studie, FSV a FF UK.
13.
Mertin, V. & Kucharská, A. (2007). Integrace žáků s SPU. Od diagnostických kritérií k poskytování péče všem potřebným žákům [Integration of students with learning disabilities. From the diagnostic criteria for providing care to all needy students]. Praha: IPPP ČR.
14.
Opatření rektora č. 9/2013, Standardy podpory poskytované studentům a uchazečům o studium se speciálními potřebami na Univerzitě Karlově v Praze [Rector’s Provision No. 9/2013: Charles University standards of support for students with special needs] (2013). Praha: Univerzita Karlova v Praze.
15.
Platow, M., Mavor, K.I. & Grace, D.M. (2013). On the role of discipline-related self-concept in deep and surface approaches to learning among university students. Instructional Science, 41, 271-285.
16.
Pollak, D. (2010). Studenci z dysleksją w Wielkiej Brytanii. Biuletyn Polskiego Towarzystwa Dysleksji, 1, 9-11.
17.
Pravidla pro poskytování příspěvku a dotací veřejným vysokým školám MŠMT ČR, specifikující financování zvýšených nákladů na studium studentů se specifickými potřebami, č.j.: 23 728/2011-30 [Rules for granting allowances and subsidies to public high schools, specifying the financing of the increased costs of study for students with special needs, No. 23 728/2011-30] (2011). Praha: MŠMT ČR.
18.
Raghavan, R., Bernard, S.H. & McCarthy, J. (eds). (2010). Mental health needs of children and young people with learning disabilities. Brighton: Pavilion Publishing.
19.
Shifrer, D. (2013). Stigma of a label: Educational expectations for high school students labelled with learning disabilities. Journal of Health and Social Behaviour, 54, 462-480.
20.
Skinner, M. & Lindstrom, B. (2003). Bringing the cap between high school and college. Strategies for the successful transition of students with learning disabilities. Preventing School Failure, 47, 132-137.
21.
Školský zákon č. 561/2004 Sb., o předškolním, základním, středním, vyšším odborném a jiném vzdělávání [The Education Act No. 561/2004 Coll., on preschool, primary, secondary, vocational and other education] (2004). Praha: MŠMT ČR.
22.
Taggart, L.C., Milner, V & Young, S. (2007). People with learning disabilities living in state care: The emotional, behavioural and mental health status. Child Care in Practice, 13, 401-416.
23.
Vyhláška č. 177/2009 Sb., o bližších podmínkách ukončování vzdělávání ve středních školách maturitní zkouškou ve znění pozdějších předpisů č. 90/2010 Sb., č. 274/2010 Sb., č. 54/2011 Sb. [Regulation No. 177/2009 Coll., on conditions for completion of education in secondary school-leaving examination as amended: No. 90/2010 Coll., No. 274/2010 Coll., No. 54/2011 Coll.] (2009). Praha: MŠMT ČR.
24.
Wildova, R. (2002). Aktuální problémy didaktiky prvopočátečního čtení a psaní [Current problems of didactics of writing and reading]. Praha: Univerzita Karlova v Praze, Pedagogická fakulta.
25.
Zákon č. 111/1998 Sb., o vysokých školách [Act No. 111/1998 Coll., on higher education] (2004). Praha: MŠMT ČR.
Copyright: © Institute of Psychology, University of Gdansk This is an Open Access journal, all articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) License (https://creativecommons.org/licenses/by-nc-sa/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material, provided the original work is properly cited and states its license.
Share
RELATED ARTICLE
| eISSN: | 2353-5571 |
| ISSN: | 2353-4184 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
