Invisible disabilities: perceptions of academic accommodations in post-secondary institutions

Head, Andrea (2014) Invisible disabilities: perceptions of academic accommodations in post-secondary institutions. Memorial University of Newfoundland. (Unpublished)

[English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (412kB)

Abstract

Learning disabilities (LD) are disabilities that are protected under Memorial University of Newfoundland’s disability policy. LD can be defined as a neurodevelopmental disorder resulting in deficits in reading, written word and expression, spelling, and mathematical reasoning that are not attributable to other disorders (American Psychological Association [APA], 2013). The scope of this study was to determine the perceptions of accommodations made for students with learning disabilities by their peers without learning disabilities. Three hypotheses were made: (1) Students will perceive an accommodation more positively when they are aware of the student’s disability; (2) individuals will perceive accommodated students who have not disclosed having a LD as undeserving of the grades they receive; and (3) students who have experience with an individual with a LD perceive examination accommodations more positively. A series of independent-measures t-tests, chi-squared analyses, and two-factor independent-measures ANOVAs were conducted on the data collected. Significant results were found regarding hypotheses (1) and (2); however, no significant results were found regarding hypothesis (3). Implications of the findings are discussed with regards to increasing students’ acceptance of accommodations through contact interventions and full disclosure of students’ disabilities.

Actions (login required)

View Item