The Hidden Face of Learning Disabilities

Numéro: 

2

Volume: 

29
CABOT, Isabelle

We know that an increasing number of students are arriving at college with a diagnosed learning disability: dyslexia, dysorthography, dysgraphia, dyscalculia, attention-deficit disorder (with or without hyperactivity), and so on. Some, because of that diagnosis, receive suitable, effective services that are instrumental in helping them learn, pass their courses, and graduate. Others, however, may be living with such persistent disorders without knowing it. These students, whose difficulties have not been identified, often lose interest in their studies and college in general, as well as suffering significant psychological repercussions. Not having the right to access services of recognized value, they are truly “up against it”. How many of our students are grappling with a learning disorder that has not been diagnosed or of which they are even unaware? If the number is high, it is even more urgent to take action and find other ways to help them succeed. This article presents the findings of a study that examined the potential prevalence of certain learning disabilities and their association with students already deemed as struggling in French.

Article available in French only.

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