Reasoning and Self-Advocacy for Postsecondary Students with Learning Disabilities
Abstract
This study examined three groups of postsecondary students using the Learning Disabilities Diagnostic Inventory CLODI). Reasoning scale to determine if there were significant differences in their self-reported reasoning behaviors. The results indicated that none of the students self-reported a Likely intrinsic processing deficit. However, some of the students with documented learning disabilities self-reported a Possible deficit. Significant differences were found between populations with and without disabilities suggesting that postsecondary students with It?aming disabilities may have increased intrinsic processing weaknesses in reasoning in comparison to their non-disabled peers. By analyzing specific self-advocacy skills by groups (communication, self-awareness, and goal identification) significant differences were also found between the groups with and without disabilities. The results reveal that postsecondary students with learning disabilities may require direct instruction in self-advocacy skills to be successful in the collegiate setting. Specific suggestions for intervention are reviewed to provide academic advisors with methods to increase independence in postsecondary students with learning disabilities.
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