Coping with learning disabilities in academic institutions: Experience from Israel

Background: The evolving awareness of learning disabilities (LDs) has been accompanied by a change in legislation, resulting in greater access to higher education by individuals with LDs, a group previously excluded from such educational options. The present study explored the accommodations granted in 2010 to students identifi ed as having LDs at the Ariel University Center, based on a proposed typology of LD accommodations. We explored possible connections between claims for LD accommodations and demographic data such as accommodation type, country of birth, gender, faculty, and academic status. Methods : The study population included 9021 students at the Ariel University Center of Samaria in 2010. The sample population comprises two groups: students diagnosed with LDs (n = 941, 10.4 % ) and undiagnosed students (n = 8080, 89.6 % ). Results : Findings indicated a statistically signifi cant correlation between faculty and LD accommodations. Of all accommodations, a time extension on exams was the most common. Conclusions : We conclude that differences in the prevalence of LD accommodations may be traced to differences in students ' needs for such support. Based on the current ease with which accommodations are awarded, the potential implications of such accommodations for the entire student body, and the potential discrimination against non-diagnosed students, institutions should tighten institutional criteria for awarding accommodations to students diagnosed with LDs and should make the award of passive accommodations conditional upon student participation in active accommodations. Finally, a follow-up study is proposed to explore the associations between the type of accommodations granted to students and students ' academic achievements.