1. in Postsecondary Education
Students with Learning Disabilities and Mental Health Related Disabilities
in Postsecondary Education
Mary V. Jorgensen1,5, Catherine S. Fichten1,2,3,4,5,6, Mai Nhu Nguyen1, Jillian Budd1,3,
1 Adaptech Research Network, 2 Dawson College, 3 McGill University, 4 Jewish General Hospital, 5 CRISPESH, 6CRIR
Abstract
Students with mental health related disabilities and learning
disabilities are distinct groups with different characteristics
Students with mental health disabilities scored worse than students with
learning disabilities on:
Social Self-Efficacy
Feeling isolated / alienated on campus
CEQ Personal Situation
Feeling like they have control over whether or not they will graduate
Intention to graduate
Demographics
Students with only a mental health related disability (n=55)
Gender: 49 (91%) Female, 5 (9%) Male, 1 did not answer
Age (Mean = 28)
71% registered for campus disability services
Students with only a learning disability (n=55)
Gender: 39 (71%) Female, 16 (29%) Male
Age (Mean = 24)
95% registered for campus disability services
Results: Significant
Social Self-Efficacy
How confident students are that they can talk to their professors, ask
questions or participate in class (Higher score = more confident )
Results: Significant
Perceived Behavioral Control Over Graduation
Degree to which students feel that they have control over whether or not they graduate (higher score = more control over graduation)
Results: Not Significant
Course Self-Efficacy
Attitude toward graduation
Subjective norms about graduation
Full / part-time student status
Internship in program of study
Students’ grades
Type of institution attended (college vs. university)
Registration in first choice program
CEQ School Environment
Feeling Isolated / Alienated on Campus
Lower scores = feeling less isolated / alienated on campus
Take Home Message
Students with mental health related disabilities and learning disabilities
have different profiles and different needs
The needs of students with mental health related disabilities are not adequately met by the established disability support system
Students with mental health related disabilities
Are understudied
Their barriers to education are not fully understood
All students deserve an equal opportunity for academic success
Results: Significant
CEQ Personal Situation
This measure asks about the degree to which students’ personal situation (e.g. financial situation, study habits) facilitates or hinders their academic success (high scores = more facilitating)
Intention to Graduate
Higher scores = greater intention to graduate
Funding: Social Sciences and Humanities Research Council of Canada (SSHRC)
Presentation at the Canadian Psychological Association Annual Conference, Ottawa, Canada, June 2015