Review Article

Review Article
Experiences of Students with Learning
Disabilities in Higher Education:
A Scoping Review
Alen Kuriakose1 and Anekal C Amaresha2

ABSTRACT accommodations. The academic concerns among children is 5–15%.3 According to

included difficulties in areas such as the National Longitudinal Transition
Background: As the number of students reading, writing, and spelling. The studies Study II, only 41% of adults with learn-
with learning disabilities (SwLD) entering on psychosocial experiences showed
higher education (HE) increases, a need ing disabilities obtain a postsecondary
that SwLD experience stress, anxiety, and
arises to improve the services provided to education degree, compared to a 52%
lower self-esteem. The studies on support
them by understanding their experiences. systems and accommodations indicate that completion rate for the general popula-
This scoping review explores the extent they get academic support, technological tion.4 This shows poor academic enrol-
and type of evidence on the experiences of support, and extra time for examinations ment, completion of courses, and degree
SwLD in HE. from educational institutions. attainment among students with learn-
Method: The review followed the six stages Conclusion: The SwLD experiences ing disabilities (SwLD) in HE.
outlined by Arksey and O’Malley. PubMed, academic and psychosocial challenges For SwLD, the transition from school
Science Direct, EBSCO, ProQuest, and APA during higher studies. However, the to HE institutions can be challenging.5
PsycNet were searched for primary data, existing support systems do not address Schools are often required to identify
and studies published between January these challenges, and there is a need for learning disabilities early and report
2012 and July 2022 were included. The further research in this area. them.6 However, more procedural and
following information was extracted
Keywords: Learning disability, students, documentation guidelines are needed
and collated from the included studies:
higher education, experience, scoping for colleges and universities.7 One study
author/s, year, location, objective/aim, study review reported that in HE, the responsibility

S
design, materials and methods, and major
findings. tudents with disabilities entering of reporting the learning disability lies
higher education (HE) are increas- with the student.5 The stigma associ-
Results: The search yielded 3729 titles
ing; the most commonly reported ated with the diagnosis of a learning
and abstracts. Their screening resulted in
26 eligible articles. The review of these disability among them is specific learn- disability prevents some students from
articles identified three major themes: ing disabilities.1 They are underserved disclosing their issues.8 Besides these
(a) academic concerns, (b) psychosocial and underprepared for the demands of issues, institutions lack the knowledge,
experiences, and (c) support systems and HE.2 The prevalence of learning disorders skills, and support systems to address

Dept. of Sociology and Social Work, CHRIST (Deemed to be University), Bangalore, India. 2Dept. of Psychiatric Social Work, Lokopriya Gopinath Bordoloi
1

Regional Institute of Mental Health (LGBRIMH), Tezpur, Assam, India.

HOW TO CITE THIS ARTICLE: Kuriakose A and Amaresha AC. Experiences of Students with Learning Disabilities in Higher Education:
A Scoping Review. Indian J Psychol Med. 2023;XX:1–12.

Address for correspondence: Anekal C Amaresha, Dept. of Psychiatric Social Work, Submitted: 01 Apr. 2023
Lokopriya Gopinath Bordoloi Regional Institute of Mental Health (LGBRIMH), Tezpur, Accepted: 28 Aug. 2023
Assam 784001, India. Published Online: xxxx
E-mail: [email protected]

Copyright © The Author(s) 2023

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Indian Journal of Psychological Medicine | Volume XX | Issue X | XXXX-XXXX 2023 1

Kuriakose and Amaresha
their needs. Also, the stigma and these abstracts in Science Direct, PubMed, Study Selection
institutional factors impact the quality EBSCO, ProQuest, and APA PsycNet.
of teacher-student relationships, which Later, the second author independently The selection of relevant studies is shown
becomes a barrier to effective learning.9 verified the titles and abstracts in those in the PRISMA flow chart (Figure 1).
Even though SwLD get enrolled in HE, databases using the same search terms, Study selection involved initial screen-
they perform poorly in academics.10 As for consistency. The search was carried ing of titles, abstracts, and, subsequently,
a result, they may experience signifi- out between July and August 2022. full text. The studies were included if
cant psychosocial challenges and have a
higher risk of dropping out of college.11
Moreover, the literature on adults with TABLE 1.
learning disabilities is limited.12 Search Strategy Used in Databases From January 2012 to July 2022.
One of the systematic reviews con-
Data Bases Search Terms
ducted a decade ago explored how the
inclusion of students with dyslexia can Science direct (“specific learning disorder” OR “specific learning disabilities” OR
“specific learning disability” AND “higher education”)
be fostered in HE.13 It included six studies
out of 15 that were predominantly EBSCO (“specific learning disorder” OR “specific learning disabilities” OR
“specific learning disability” AND “higher education”)
small qualitative studies from Western
PubMed ((Learning Disability) OR (learning disabilities) OR (specific learning
countries, with low to medium-level
disorder) AND (higher education))
methodological rigour.13 Furthermore,
ProQuest (ti(learning disability) OR ti(learning disabilities) OR ti (specific learning
there is a need to understand the con-
disorder ) AND ti(higher education) NOT ti(child))
cerns and challenges of SwLD in HE to
APA PsycNet Title: learning disabilities OR Title: learning disability OR Title: specific
ensure quality education, which may learning disorder AND Title: higher education NOT Title: child
lead to better academic and long-term
personal outcomes. Hence, this review
bridges the gap by exploring the avail-
able body of literature on the experiences FIGURE 1.
of SwLD in HE, using the scoping review Prisma Flow Chart of the Study Selection for the Review.
method of Arksey & O’Malley.14

Methods
A scoping review was conducted on the
articles published between January 2012
and June 2022, based on the scoping
review methodological framework,14
which includes the following stages:
identifying the research question
(stage 1), identifying the relevant studies
(stage 2), selecting the studies (stage 3),
charting the data (stage 4), and collat-
ing, summarizing, and reporting the
results (stage 5). The review has been
drafted in line with the Preferred Report-
ing Items for Systematic Reviews and
Meta-Analysis (PRISMA) Extension for a
scoping review.15

Review Question
The question for this scoping review
was, ‘What are the experiences of SwLD
in HE?’

Identifying the Relevant

Studies
Based on the review question, the first
and second authors built the search
terms (Table 1). The first author primar-
ily searched for the relevant titles and

2 Indian Journal of Psychological Medicine | Volume XX | Issue X | XXXX-XXXX 2023

 Review Article
published between January 2012 and Coordination Disorder among SwLD, analysis for this purpose.28 Despite the
June 2022; in English; full text is avail- and (d) One was a Conference Proceeding fact that students with dyslexia made
able; conducted among students with (Figure 1). more errors in these tasks, there was no
specific learning disabilities or disorders significant difference in terms of meta-
such as dyslexia, dysgraphia, or dyscalcu- Characteristics of the cognitive competence between those
lia, and specifically explored experiences Included Studies with and without dyslexia.28 This sug-
of SwLD in HE. In this context, HE refers gests that they are aware of the errors.28
to students enrolled in undergraduate Among the 26 articles reviewed, there
and above-level courses. The exclusion were 13 cross-sectional comparative Psychosocial Experiences
criteria were studies focusing on chil- studies,19-31 four cross-sectional studies,32-34
Eleven studies reported on the psy-
dren with specific learning disabilities, four exploratory studies,35-39 two system-
chosocial experiences of SwLD in HE
studies on adolescents or adults with atic reviews,13,40 one grounded-theory
(Table 3).13,21-25,35,36,38,42,43 Of these, one
specific learning disabilities who are qualitative study,41 one discourse-based
explored the perceived academic self-
not enrolled in undergraduate or post- qualitative study42 and one based on par-
efficacy and predictors of psychological
graduate programs, studies on students ticipatory action framework.43
well-being of university students in Italy
in HE with specific learning disabilities Most studies were conducted in
and reported a positive psychosocial
who have comorbid conditions, or any European countries such as the United
experience; for example, SwLD did not
other studies primarily unrelated to the Kingdom,22,41 Belgium,19,20,28 Sweden,39
report significantly lower levels of self-ef-
experiences of SwLD in HE (Detailed Denmark,25,26 France,31 Ireland,42 and
ficacy compared to students without
description of the excluded articles are in Italy.23 Other studies were conducted
learning disabilities.23 However, other
supplementary file 1). The disagreements in the USA,32–35 Australia,36,38 Taiwan,24
studies reported negative psychoso-
regarding inclusion were discussed Israel,21,27,29,30,43 and Saudi Arabia.37
cial outcomes. The learning challenges
between the authors and resolved. Reviewers of the systematic review
affected learning-disabled students’
were located in the USA,40 Italy, and the
quality of life regarding stress, anxiety,
Quality Appraisal United Kingdom.13
self-esteem, time available for other
To evaluate the reporting quality of Major Themes activities, personal relationships, finan-
the selected studies, we used separate cial pressures,22,38 and performance in
JBI Critical Appraisal Checklists for Our data synthesis generated mainly academic programs.25 Similarly, studies
cross-sectional studies,16 qualitative three themes: (a) Academic concerns, reported that they face significantly
research,17 and systematic reviews.18 (b) Psychosocial experiences, and (c) Support higher levels of worrying and denial,22
(Refer to supplementary files 2, 3, and 4 Systems and accommodations (refer to poor academic self-concepts, and lower
for further details). supplementary file 5 for all the themes). global self-worth compared to students
without learning disabilities.21 Further-
Charting the Data Academic Concerns more, a systematic review reported that
The full texts of the selected articles Eleven studies reported major aca- to avoid embarrassment or stigmatisa-
were read in detail. The charting process demic concerns faced by SwLD tion, SwLD in HE preferred to give up
was guided by the review question. The (Table 2).19,20,26-28,31,32,34,36,39,41 The concerns32 the opportunity to receive support and
following data were extracted from included selective deficits in writing,19,27,41 did not disclose their dyslexic identity.13
each study: authors, year, country, aim/ reading, arithmetic, and phonological A qualitative study with discourse-based
objectives, study design, materials and processing19 and problems in spelling, design and narrative synthesis reported
methods, and major findings. They were rapid naming, mental calculations, that students with dyslexia identified
organised thematically. orthographical skills, comprehension, themselves as stupid, which was per-
the meaning of words, reading a foreign sistent for most students.42
Results language, written word recognition, Under the psychosocial experi-
and impairment in accuracy, speed, and ences theme, six studies reported the
The literature search yielded a total of coping strategies SwLD used.13,22,24,35,36,43
efficiency.20,26,31 Except for spelling, the
3,729 records. Two hundred seventy-four Students with dyslexia planned to seek
deficits were larger for speed-related
duplicate titles were removed, and the instrumental and emotional support, use
than accuracy-related assessments.19
remaining 3,455 records were screened positive reinterpretation and suppress
SwLD needed help with assignments,
based on the selection criteria, of which competing activities,22 read selectively
taking notes, following lecture slides,
3,420 were excluded based on the selec- and strategically, and find videos online
reading text online, and using learning
tion criteria, and 35 underwent further for their learning.36 Similarly, a system-
technologies and had more obstacles
screening. Eventually, 26 articles were atic review reported that they overcome
caused by the non-academic responsibil-
included in the final review. Nine articles their difficulties using study skills (e.g.,
ities.34,36,39 One of the studies compared
were excluded for the following reasons: identifying key points, underlining
the metacognitive competence between
(a) Four included Attention Deficit sentences, accessing materials in mul-
students with and without dyslexia.28
Hyperactivity Disorder among SwLD, tiple formats, and using visual and oral
They employed a word spelling task, a
(b) Three had data collected before techniques), compensatory strategies
proofreading task, and signal detection
2012, (c) One included Developmental
Indian Journal of Psychological Medicine | Volume XX | Issue X | XXXX-XXXX 2023 3
Kuriakose and Amaresha
TABLE 2.

An Overview of Articles Relating to Academic Concerns Faced by Students with Learning Disabilities
in HE.
Author,Year, Nature of Materials and
Location Purpose Study Population Methods Major Findings
1 Callens et al., To obtain evidence on Cross- Dyslexic (n = 100) Kaufman Adolescent Cohen’s d Students with dyslexia
201219 cognitive profile of sectional and control group and Adult effect sizes have selective deficits
Belgium students diagnosed comparative without LD1 (n = Intelligence Test49 in reading and writing
with dyslexia entering study 100) GL&SCHR—an (effect sizes for
in HE established accuracy between
test battery for d = 1 and
diagnosing dyslexia d = 2), arithmetic
in young adults50 (d < 1), and
Interactive Dyslexia phonological
Test Amsterdam- processing (d.0.7).
Antwerp51
2 Carter & Based on socio-cultural Grounded Dyslexics (n = 7) Semi-structured Grounded More inclusive
Sellman, 201341 theory exploring how theory and non-dyslexics interviews theory approach will benefit
UK differences in essay (n = 4) specially to support in
writing experiences writing.
are constituted for
a dyslexic student
community
3 Callens et al., Exploratory factor Cross- Dyslexics (n = 100) Dutch version of the Exploratory The factors related to
201420 analysis of Cognitive sectional and control group KAIT2,49 for measures factor analysis phonology, reading,
Belgium functioning of students comparative (n = 100) of intelligence. reading fluency,
with dyslexia in HE study GL&SCHR—an spelling, flashed
established orthography, naming,
test battery for and math, resulted in
diagnosing dyslexia large effect sizes.
in young adults50
Interactive Dyslexia
Test Amsterdam–
Antwerp (IDAA)52
4 Olofsson Focus on the study Cross Dyslexics (n = 50) Semi-structured Mean & More than half of the
et al., 201539 outcomes of dyslexic sectional question guide & standard students are examined
Sweden students in universities self-report scale deviation at a normal rate of
study but that about
one fifth have a very
low rate of study.
5 Cavalli et al., Identify the skills, Cross- Dyslexics (n = EVALEC3,53 EVIP4,54 Rasch rating Dyslexic group’s
201631 specifically vocabulary sectional 20) and normal ARHQ5,55 scale model. performance was
France skills developed by comparative readers (n = 20) Single-case significantly slower
dyslexic students that study studies and less accurate than
may contribute to their that of control group
literacy skills (accuracy: p < .001;
response time: p <
.001).
6 McGregor Explore the university Cross- 63,802 responses Student experience Mean & SD6 Students with self-
et al., 201634 experiences of sectional of this 5.96% in the research reported learning
USA students with learning study having self- university survey disabilities were less
disabilities reported LD satisfied with their
overall university
experience.
7 Pedersen Examine the quality of Cross- Dyslexic students Measured reading Independent Dyslexics performed
et al., 201626 oral reading and how sectional (n = 16) & no speed, reading samples t-test poorer on most
Denmark it relates to reading comparative history of reading errors and self- measures, and little
comprehension in study problems (n = 16) corrections during association between
university students reading. Reading how well university
with dyslexia comprehension was students with dyslexia
measured using read aloud and
aided text retellings. comprehend the text

(Table 2 continued)

4 Indian Journal of Psychological Medicine | Volume XX | Issue X | XXXX-XXXX 2023

 Review Article
(Table 2 continued)

Author,Year, Nature of Materials and

Location Purpose Study Population Methods Major Findings
8 Weis et al., Examine psycho- Cross- Undergraduate Review of Mean & SD Most lacked objective
201732 educational functioning sectional SwLD7 and documents evidence of prior
USA of students diagnosed study were receiving submitted in academic difficulties
with learning academic disability office and relative or
disabilities at a accommodations normative deficits in
selective, private, liberal for their broad academic skills
arts and science college conditions or fluency.
(n = 154)
9 Tal-Saban & Examines the Cross- Dysgraphic Student background Mean, Students without
Weintraub, motor skills and sectional (n = 48) and questionnaire, standard any developmental
201927 motor-related daily comparative without handwriting deviation disorder had
Israel functions of students study any known performance of correlations significantly better
with and without developmental post-secondary and logistic motor skills and
dysgraphia in HE, and disorder (n = 34) students regression motor-related daily
their contribution in evaluation56 functions.
predicting handwriting Adult self-report
performance. scale-v1.1-Part A.57
Finger succession58
Purdue Pegboard
test 59
Rey complex figure
test and recognition
trial60
Adolescents and
adults coordination
questionnaire61
10 Tops et al., Examine whether meta Cross- Dyslexics (n = 100) Verbal tests: Mean, SD, Additional
201428 cognitive experience sectional control group (n Word reading,62 signal metacognitive
Belgium can help academic comparative = 100) pseudoword detection experience training in
and professional study reading63 analysis HE will have no effect
students with dyslexia Word spelling.50 on dyslexic students.
compensate for their Kaufman adolescent
spelling deficiencies. and adult
intelligence test,
Dutch version49
11 MacCullagh Explore the learning Exploratory Dyslexics (n = 13) Semi-structured Thematic Students with dyslexia
et al., 201736 experiences of dyslexic design & non-dyslexic interview guide analysis have difficulty in
Australia university students peers (n = 20) following lecture
and the factors that slides and note taking
contribute to their
success

(e.g., collecting lecture notes, recording as a driving force, (e) feeling driven, (f ) that examined the adequacy of entrance
lectures, and downloading materials proving to others, (g) using organisation criteria to academic studies for SwLD
before the class), help from family and strategies, (h) adjusting with the envi- in college reported that support ser-
friends (e.g., in revising, editing, and ronment, and (i) networking.43 However, vices increase their chances of success in
writing), and meta-cognitive (e.g., self- SwLD employed fewer learning strate- studies.30 In another study, SwLD who
organisation skills like time planning gies than other students.22,24 got support from institutions reported
and essay plan diagrams) and meta lower procrastination levels than those
affective (e.g., reducing distractions and Support Systems and who did not.29
creating comfort zone) skills.13 Accommodations Another study stated that students
Another study found that SwLDs use with accommodations provided by the
cognitive and behavioural strategies Nine studies highlighted the signif- institutions reported less difficulty with
to overcome their challenges on the icant role of support systems and assignments and more contact with
virtual campus.35 One study examined accommodations provided for SwLD faculty.34 Furthermore, review studies
the definition of success and the factors (Table 4).13,28-30,32-34,37,40 A study to assess reported on interventions and accom-
that promoted it among graduates with educational support requirements modations for SwLD in HE, such as
learning disabilities and reported the and affordances reported that post- (a) assistive technology (e.g., speech syn-
following factors: (a) setting goals and graduate students, in comparison to thesis systems and voice recognition
objectives, (b) persistence, (c) self-belief, undergraduate students, need more software), (b) direct assistance (e.g., trained
(d) perceiving their learning disability writing assistance.37 Similarly, a study peer tutor, intervention specialist, and

Indian Journal of Psychological Medicine | Volume XX | Issue X | XXXX-XXXX 2023 5

Kuriakose and Amaresha
TABLE 3.

An Overview of Articles Relating to Psycho-social Experiences of Students with Learning Disabilities

in HE.
Author,Year, Materials and
Location Purpose Study Design Population Methods Finding
1 Hollins & The experiences Exploratory Students with Observation & Thematic Factors that impacted
Foley, 201335 of college SwLD design documented LD8 (n interview analysis performance
USA as they interacted = 16) included features of
with this virtual the virtual campus
campus and participants’
implementation
of cognitive
and behavioural
strategies.
2 Shany et al., This study Cross- Students with and Self-perception Mean, SD,9 SwLD reported more
201321 investigated the sectional without LD (n = 102) profile for college and two-way stable friendships
Israel association among comparative students64 MANOVA, than those without LD.
friendship, global design Friendship hierarchical
self-worth, and Questionnaire regression
domain-specific (developed for the analysis
self-concepts current study)
of university Intimate Friendship
students with and Scale (IFS)65
without learning
disability
3 Jordan et al., Examine the levels Cross- Dyslexics (n = 28) Statistics anxiety Multivariate There was significant
201422 of mathematics sectional and non-dyslexics rating scale,66 analysis univariate difference
UK and statistics comparative (n = 71) Mathematics hierarchical on mathematics
anxiety, as well as design anxiety rating scale: multiple anxiety (F(1,97) = 9.47;
general mental Short version67 regression p = .003; partial h2 =
wellbeing, COPE10,68 Rosenberg .09; Power = 86%),
among dyslexic self-esteem scale69 with higher levels
undergraduate Penn state worry of mathematics
students. scale70 anxiety reported by
the dyslexia group
compared with the
typical reading ability
group.
4 Pino & Systematic review Systematic ERIC, Critical appraisal: Thematic Students are
Mortari, 201413 on inclusion of review PsycCRITIQUES, EPPI11 centre71,72 experiencing stress
Italy & UK students with PsycInfo, Scopus, and anxiety due
dyslexia in HE. ISI Web of Science, to assessment
ASSIA, International procedures.
Bibliography
of the Social
Sciences, ProQuest
Dissertations &
Theses, ProQuest
Education Journals,
ProQuest Career and
Technical Education,
Academic Search
Premier, and Medlin
5 Evans, 201442 Describe how Discourse- Dyslexics (n = 12) Interviews Identity analysis The majority did not
Ireland students in based design & reveal their dyslexia
nurse education narrative– identity in practice
discursively discursive settings.
construct their approach
dyslexic identities
6 MacCullagh et Explore the Exploratory Dyslexics (n = 13) & Semi-structured Thematic Students with
al., 201736 learning design non-dyslexic peers interview guide analysis dyslexia make an
Australia experiences of (n = 20) effort to participate in
dyslexic university intensive, consistent,
students and and strategic learning
the factors that program.
contribute to their
Success

(Table 3 continued)
6 Indian Journal of Psychological Medicine | Volume XX | Issue X | XXXX-XXXX 2023
 Review Article
(Table 3 continued)

Author,Year, Materials and

Location Purpose Study Design Population Methods Finding
7 Lambert & Quality of Life of Exploratory SwLD12 (n = 8) Semi-structured Content analysis Frustrations dealing
Dryer, 201838 SwLD in HE who design interviews with learning
Australia are studying online challenges can
negatively impact on a
range of quality-of-life
domains
8 Bønnerup Exploring Cross- Dyslexics (n = 32), Pseudoword Mean, SD, Phonological deficits
et al., 201925 difference in sectional dyslexics attending reading, correlation are affecting the
Denmark some aspects comparative professional phonological performance of
of the literacy study programs (n = 32), choice, vocabulary, dyslexic students in
skills among control university reading, spelling professional program
students with students (n = 31), of morphologically and where dyslexic
dyslexia attending and control students complex single students in university
university from professional words, and reading were able to limit it by
programme and programs (n = 30) aloud from a relying on alternatives
territory education syntactically
professional complex text.
programs
9 Russak & The study Participatory SwLD who have used Interviews Analysis was The graduates
Hellwing, contributes action service of support conducted in five expressed the belief
201943 to the field of framework centre (n = 8) phases derived that their LDs are
Israel success studies from the work of the source of their
by examining Braun & Clarke73 distinctive strengths.
how graduates
with learning
disabilities from a
university define
success and the
factors they feel
contribute to their
success
10 Matteucci & The study aims Cross- Students with LD Online self-report t-tests Self-esteem
Soncini, 202123 to investigate sectional (n = 60) and LD (n questionnaire multivariate and perceived
Italy the perceived comparative = 283) multidimensional regression social support by
academic self- study scale of perceived analysis significant others
efficacy and to social support74 did significantly
identify predictors Single-item predict the value of
of psychological self-esteem psychological well-
well-being scale75 Academic being in students with
in a sample self-efficacy scale76 SLD
of university Warwick-Edinburgh
students with mental well-being
SLD13 compared to scale77
a control group of
students without
SLD.
11 Wang & This study Cross- SwLD (n = 105) & Hong Kong Reading ANCOVA, linear Students with SLD14
Chung, 202224 investigated the sectional peers (n = 134) and Writing regressions reported using fewer
Taiwan learning strategies comparative Behaviour Checklist learning strategies
that university study for Adults than students without
students with School Motivation SLD.
specific learning and Learning
disabilities report Strategies
using in the Inventory–College78
Chinese language Metacognitive
context. Awareness
. Inventory79

individual tutoring), (c) teaching learning program (e.g., individual, group, and also assessed whether those recommen-
strategies (e.g., strategic content learning multiple types of interventions based on dations were supported by the students’
instruction, paired associates learning needs).13,40 Additionally, one of the studies data.33 The clinicians recommended the
strategy, text-structure strategies, test-tak- explored what academic accommoda- following accommodations in HE for
ing strategy, and structured writing tions the clinicians recommend for SwLD postsecondary SwLD: (a) additional time
strategy), and (d) comprehensive support when they get referrals and this study on exams, (b) allowing to use technology
Indian Journal of Psychological Medicine | Volume XX | Issue X | XXXX-XXXX 2023 7
Kuriakose and Amaresha
TABLE 4.

An Overview of Articles Relating to Support Systems and Accommodations for Students with
Learning Disabilities in HE.
Author,Year, Nature of
Location Purpose Study Population Materials & Methods Finding
1 Weis et al., Examine Cross- Community Examination of Percentage Clinicians often
201633 accommodation sectional college students documents recommended
USA decision making study receiving accommodations
for post-secondary academic that were not
SwLD15 by clinicians accommodations specific to the
for LD16 (n = 359) student’s diagnosis
2 Tops et al., Examine whether Cross- Dyslexics (n = Verbal tests: Word Mean, SD,17 Signal Extra training on
201428 meta cognitive sectional 100) control group reading,62 Pseudoword Detection Analysis metacognitive
Belgium experience can comparative (n = 100) reading,63 Word experience in HE
help academic study spelling50 will not create any
and professional Kaufman Adolescent impact on dyslexic
students with and Adult Intelligence students
dyslexia compensate Test, Dutch version49
for their spelling
deficiencies.
3 Hen, 201829 Examine the Cross- UG18 students Online questionnaire: MANOVA The results
Israel differences between sectional without LD (n = Academic indicated that the
learning disabled study 335), supported procrastination overall model for
(LD), non-learning for LD (n = 61) and student form.80 the group effect
disabled, and unsupported for Feelings of the on academic
supported learning- LD (n = 112) students toward procrastination and
disabled students in procrastination were feelings toward it
terms of academic measured by items was significant (F
procrastination. adopted from Milgrm, (12,501) = 7.02; p <
Mey-Tal & Levinson .001).
(1998).81
4 Zeng et al., Examine the Systematic Databases: Education Content analysis Four primary types
201840 interventions review Resources Information of interventions
USA currently used Centre (ERIC), were identified:
to support Academic Search assistive
students with LD Complete, Education technology,
in postsecondary Research Complete, direct assistance,
education PsycINFO, Psychology strategy
and Behavioural instruction, &
Sciences Collection, comprehensive
and Education Full Text support program.
5 Sarid et al., Examined the Cross- Graduates with Researchers retrieved One way & two- Although the
202030 adequacy of entrance sectional LD (n = 315) and data from college data way ANOVA, admission scores
Israel criteria to academic comparative graduates who base regression of graduates with
studies for SwLD and study do not have LD (n analyses, LD were lower than
the effectiveness = 955) those of NLD19
of three support graduates, their
levels during their GPA20 was higher
academic studies than the GPA of
in increasing their NLD graduates.
academic gains.
6 Abed & Asses educational Exploratory Under graduation Semi-structured Phenomenological Enough staff
Shackelford, support study (n = 16) and post interviews analysis needed for
202037 requirements and graduation (n = 6) disability services
Saudi-Arabia affordances for students with LD who can support
undergraduate and special needs of
postgraduate SwLD learners
7 McGregor Explore the Cross- 63,802 responses Student experience in Mean & SD Students
et al., 201634 university sectional of this 5.96% the research university who received
USA experiences of study having self- survey accommodations
students with reported LD received less
learning disabilities difficulty with
assignments and
more contact with
faculty

(Table 4 continued)

8 Indian Journal of Psychological Medicine | Volume XX | Issue X | XXXX-XXXX 2023

 Review Article
(Table 4 continued)

Author,Year, Nature of
Location Purpose Study Population Materials & Methods Finding
8 Weis et al., Examine psycho- Cross- Undergraduate Review of documents Mean & SD Additional time on
201732 educational sectional SwLD and submitted in disability exams (88.3%),
USA functioning of study were receiving office separate room
students diagnosed academic for exams (34%),
with learning accommodations individual tutoring
disabilities at a for their (55.8), and access
selective, private, conditions (n = to lecture notes
liberal arts and 154) (33.8)
science college
9 Pino & Systematic review Systematic ERIC, Critical appraisal- Thematic Accessibility
Mortari, 201413 on inclusion of review PsycCRITIQUES, EPPI21 centre71,72 and adjustments
Italy & UK students with PsycInfo, Scopus, include
dyslexia in HE. ISI Web of modifications
Science, ASSIA, of examination
International protocols, use
Bibliography of laptops, note
of the Social takers, substituting
Sciences, written exam,
ProQuest use of assistive,
Dissertations & information, and
Theses, ProQuest communication
Education technologies
Journals,
ProQuest Career
and Technical
Education,
Academic Search
Premier and
Medline

during exams, (c) modified and shortened In relation to the qualitative studies, review give valuable insights into the
assignments, (d) reader for students with over half of them did not clearly report academic concerns experienced by SwLD
reading difficulties, (e) curriculum waivers, obtaining ethical approval. However, in HE.19,20,26,27,31,32,34,39,41 These difficulties
(f) individual tutoring, and (g) access to their scores on a 10-point checklist affect their academic success.44,45 So, to
lecture notes.33 However, the students’ data ranged from 7 to 10 indicating a low risk improve their academic performance, dif-
did not support the clinician’s recommen- of bias. As for the reviews, one review did ferent types of interventions are needed,
dations, because the findings indicate that not report 4 out of 11 checklist items indi- which can be provided either individ-
clinicians often recommend accommoda- cating a moderate risk of bias.40 On the ually or in a group format. One study
tions to college students without evidence other hand, another systematic review suggested teaching them strategies to
supporting their provision, which means reported ten out of eleven on the check- learn, write, and take tests.40
that their recommendations correspond list suggesting a very low risk of bias13 Additionally, this review’s results
very little to the students’ learning disabili- (Refer to supplementary files 2, 3, and 4 reveal that SwLD has a higher risk for psy-
ties and contexts.33 for further details). chosocial problems.13,19-23,25-27,31,32,34,38,39,41,42
Teachers and administrators should
Quality Appraisal Results Discussion be sensitive to these problems. These
This review utilised the JBI critical To the best of our knowledge, this is findings are consistent with previously
appraisal checklist for cross-sectional the first scoping review to report the published studies conducted before
quantitative studies, qualitative studies, experiences of SwLD in HE. The review this review’s time frame. They reported
and reviews. The appraisal revealed included 26 articles, and the consistent negative psychosocial experiences such
that, except for one study,34 all 16 cross- finding was that SwLDs experience as anxiety,46 fear of invoking stigma,47
sectional or cross-sectional comparative several challenges while pursuing higher and stress.48 A few studies found that
studies, exhibited a low risk of bias. These studies. SwLD could manage their difficul-
studies have received a six score out of This review categorises the findings ties using positive coping strategies,
eight. This is because all those studies of the included studies into three broad although they experience academic
did not report identification and strate- themes: academic concerns, psychoso- and psychosocial issues.22,24,35,36,43 One
gies to control confounders, as they were cial experiences, support systems, and study recommended positive refram-
unclearly reported. accommodations. The findings of this ing and thought challenging with

Indian Journal of Psychological Medicine | Volume XX | Issue X | XXXX-XXXX 2023 9

Kuriakose and Amaresha
individualised support, to improve were small in terms of sample size.26,31,39 Term Fellowship-(RFD/Short-Term/2022-23/
the psychosocial experiences among We found a need for more interventions GEN/SW/19) to AK. We thank the Department of
Sociology and Social Work, CHRIST (Deemed to
SwLD.22 However, there is a need to in addressing the issues of SwLD in HE. be University) for their support during this re-
explore the effectiveness of these strat- Hence, there is a need for longitudinal view.
egies in low-resource countries with research with large sample sizes and
more research. experimental design to fill the gaps in Author Contributions
Our findings justify the need for the existing literature. Both authors participated in conceptualisation,
support systems for SwLD in HE besides The findings of some of the reviewed study design, development of search terms,
and literature search in the databases. The first
their practical implications.28-30,33,37,40 studies cannot be generalised or trans-
author conducted the primary screening and se-
They also underline the importance of ferred, as they were conducted in individual lected the relevant articles. The second author
reducing the learning barriers by provid- institutions or universities.22,23,25-27,29-32,36,38,41,43 verified the selected articles against the total
ing accommodations and multifaceted Also, the current literature available is number of titles and abstracts. The first author
reviewed the articles, extracted the data, and as-
or comprehensive support programs. predominantly from European coun-
sessed the quality. The second author reviewed
Additionally, the findings indicate that tries.19,20,22,23,25,26,28,31,39,41,42 Therefore, further the information extracted from the articles and
accommodations and support systems research should happen in different cultural evaluated the quality assessment conducted by
were associated with positive out- contexts around the globe. the first author. The first author prepared the ini-
While this review was carried out in tial draft of the manuscript, and the second au-
comes.29,30,34 Therefore, future research
thor provided critical comments and edits. Both
should focus on the effectiveness of pos- accordance with the established scoping authors approved the final manuscript.
sible accommodations in HE. Similarly, review methodology, it is important to
professionals and peers can be trained to acknowledge several limitations worth Declaration of Conflicting Interests
provide emotional and academic support noting. The review included only pub- The authors declared no potential conflicts of
to help SwLD overcome their challenges. lished studies and did not consider interest with respect to the research, authorship,
Furthermore, most of the reviewed grey literature, which may give valu- and/or publication of this article.
studies compared the experiences of able insights. Additionally, including
solely English-language publications Funding
SwLD with their non-learning-disabled
may restrict the breadth of knowledge The authors received no financial support for the
peers.19-31,36,41 Several of these studies
research, authorship, and/or publication of this
reported that SwLD (a) have difficul- obtained from non-English-speaking article.
ties in reading, writing, phonological countries. Despite these limitations, this
processing, spelling, written word rec- scoping review has enabled us to com- ORCID iD
ognition, and handwriting, (b) are less prehensively examine the breadth of the Anekal C Amaresha https://orcid.org/0000-
satisfied, and (c) face lower academic literature, identify the knowledge gaps, 0002-9851-1698
self-concept and greater levels of worry, and enhance our understanding of the
denial, frustration, and procrastination experiences of SwLD in HE.
in comparison to students without any In conclusion, the review found that References
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