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Supporting students with specific learning difficulties in higher education: a preliminary comparative study of executive function skills

Thomas, M, Williams, N and Kirby, A (2015) 'Supporting students with specific learning difficulties in higher education: a preliminary comparative study of executive function skills.' The Journal of Inclusive Practice in Further and Higher Education, 6 (1). pp. 36-47. ISSN 2398-5976

Abstract

With increasing numbers of students with specific learning d ifficulties (SpLDs) arriving at university, it is important to understand how to provide effective support. Individual profiles of impairment for those with a diagnosis of one or more SpLDs were compared to those with no diagnosis using a questionnaire specifically developed to assess patterns of behaviour related to executive functioning skills in students. These data suggest that students with a diagnosis of an SpLD and some without a diagnosis reported significantly more difficulties across all executive function domains measured. Additionally, the level of impairment between the diagnostic groups differed (a) depending on the domain being considered and (b) by having more than one diagnosis. The questionnaire developed for the study could be used by support services and tutors to identify individual strengths and weaknesses and ensure that students are supported during their academic studies regardless of whether they have a formal diagnosis.

Item Type: Article
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Keywords: specific learning difficulties; executive function; developmental coordination disorder; dyslexia; student support
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
R Medicine > R Medicine (General)
R Medicine > RC Internal medicine > RC0321 Neuroscience. Biological psychiatry. Neuropsychiatry
Divisions: College of Liberal Arts
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Date Deposited: 05 Dec 2016 12:22
Last Modified: 06 Dec 2016 11:56
URI: http://researchspace.bathspa.ac.uk/id/eprint/8421
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