Learning Disabilities Resource Package

Tools for assessing learning disability and supporting students with learning disability in Australian universities

EIP 03/09

Tony Payne
Ed Irons
University of Tasmania

© Commonwealth of Australia 2003
ISBN 0 642 77357 2

This work is copyright. It may be reproduced in whole or in part for study or training purposes subject to the inclusion of an acknowledgment of the source and no commercial usage or sale. Reproduction for purposes other than those indicated above, requires the prior written permission from the Commonwealth available from the Department of Communications, Information Technology and the Arts. Requests and inquiries concerning reproduction and rights should be addressed to Commonwealth Copyright Administration, GPO Box 2154, Canberra ACT 2601 or email commonwealth.copyright@dcita.gov.au.

This report is funded under the Evaluations and Investigations Programme of the Department of Education, Science and Training. The views expressed in this report do not necessarily reflect the views of the Department of Education, Science and Training.

Executive summary

The purpose of this 12-month two-stage project was to identify the numbers of students with Learning Disability (LD) in higher education, the support and accommodations currently available to them, and develop an information/resource package. Disability Liaison Officers (DLOs) in 36 of the 39 Australian universities listed on the Australian Vice-Chancellors’ Committee Web pages in 2001 responded to a comprehensive survey that recorded quantitative and qualitative data about the demographic characteristics of students with LD, the types of support services and accommodations in place, and perceptions of the degree of understanding about LD within universities. The current study’s findings offer a perception of the barriers facing students with LD and some strategies that might be useful in addressing these.

In Stage 1 the data obtained supported the findings of a similar study conducted in 1996 by Smith, Carroll and Elkins (1999) which estimated that at that time there were approximately 1000 students with LD receiving services in Australian universities. The current survey indicated that the figure is now around 1873. However, as with the 1996 survey, because of limited recognition and assessment of LD, this is likely to be a conservative estimate. This view is reinforced by the finding that there was considerable variation among responding universities with smaller universities reporting higher proportions of students with LD.

The number of students with LD at university has risen by 88.1% since 1996, while the general student population has risen by 14.5%. At responding universities the proportion of students with disabilities whose primary disability was LD ranged from less than 5% to more than 30%.

Demographically there appeared to be little difference between students with LD and all students in terms of mode of study, study load and age. However, when compared to all students, students with LD reported in this study were more likely to be male, be doing undergraduate study and less likely to be from a language background other than English (LBOTE).

The nature of assessment for LD varied widely as did the extent to which the universities bore the associated costs. Assistive technology was widely used in universities, but the pattern of software and hardware use indicated that there was a need for the most recent information and advice to be provided to DLOs regarding effective ways for students with LD to use assistive technology.

DLOs reported that the most common barrier for students with LD was lack of awareness and understanding within the academic community, and they strongly recommended professional development training for academic staff. This study used the important distinction between learning difficulties and LD as a measure of awareness about LD. Little understanding of the distinction was deemed to be an indication of low awareness. Only 17% of DLOs believed LD was well understood in their university and 20% said LD was not well understood in their unit.

62% of DLOs reported that there were really only two key resources, both Web-based, to guide their practice. Learning Skills Advisers (LSAs) showed a strong desire for professional development in this area.

Based on these findings the research team recommended a three-pronged approach to improving the awareness and knowledge of university staff of this "invisible" disability and thus improving accessibility of education to students with LD:

The research findings suggested that awareness of LD could be improved through the development of a comprehensive, yet concise, information resource package. Assessment procedures, responsibility for costs, efficacy of accommodations and assistive technology were also seen as areas in urgent need of further investigation. Stage 2 saw the development of a resource that is available primarily through the Web with supplementary materials available in a printed format. It covers:

The authors suggest that to make the best use of this package it is important to present it in the context of professional development workshops to raise the profile of the issues, allow staff to explore the complex issues in an interactive way and provide the opportunity for individuals to address the particular issues causing them concern. Professional development presentations could be made available to DLOs, LSAs and staff developers in each major centre and reinforce the use of the package as an ongoing resource that staff would use to support their teaching practice.

The authors conclude that universities could better meet the needs of the growing numbers of students with LD. There are serious implications under the Disability Discrimination Act (1992) for educational institutions that do not recognise and appropriately respond to the needs of people with learning disability. It is hoped that use of the resource package and improved professional development will lead to improved understanding of this disability, the development of more effective policies and procedures within universities and encourage teaching practice which is more inclusive of the needs of students with LD.

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