PDF(Pubmed)
Abstract：
UNASSIGNED: As the number of students with learning disabilities (SwLD) entering higher education (HE) increases, a need arises to improve the services provided to them by understanding their experiences. This scoping review explores the extent and type of evidence on the experiences of SwLD in HE.
UNASSIGNED: The review followed the six stages outlined by Arksey and O\'Malley. PubMed, Science Direct, EBSCO, ProQuest, and APA PsycNet were searched for primary data, and studies published between January 2012 and July 2022 were included. The following information was extracted and collated from the included studies: author/s, year, location, objective/aim, study design, materials and methods, and major findings.
UNASSIGNED: The search yielded 3729 titles and abstracts. Their screening resulted in 26 eligible articles. The review of these articles identified three major themes: (a) academic concerns, (b) psychosocial experiences, and (c) support systems and accommodations. The academic concerns included difficulties in areas such as reading, writing, and spelling. The studies on psychosocial experiences showed that SwLD experience stress, anxiety, and lower self-esteem. The studies on support systems and accommodations indicate that they get academic support, technological support, and extra time for examinations from educational institutions.
UNASSIGNED: The SwLD experiences academic and psychosocial challenges during higher studies. However, the existing support systems do not address these challenges, and there is a need for further research in this area.
UNASSIGNED: The review followed the six stages outlined by Arksey and O\'Malley. PubMed, Science Direct, EBSCO, ProQuest, and APA PsycNet were searched for primary data, and studies published between January 2012 and July 2022 were included. The following information was extracted and collated from the included studies: author/s, year, location, objective/aim, study design, materials and methods, and major findings.
UNASSIGNED: The search yielded 3729 titles and abstracts. Their screening resulted in 26 eligible articles. The review of these articles identified three major themes: (a) academic concerns, (b) psychosocial experiences, and (c) support systems and accommodations. The academic concerns included difficulties in areas such as reading, writing, and spelling. The studies on psychosocial experiences showed that SwLD experience stress, anxiety, and lower self-esteem. The studies on support systems and accommodations indicate that they get academic support, technological support, and extra time for examinations from educational institutions.
UNASSIGNED: The SwLD experiences academic and psychosocial challenges during higher studies. However, the existing support systems do not address these challenges, and there is a need for further research in this area.
摘要：
■随着学习障碍（SwLD）进入高等教育（HE）的学生人数的增加，需要通过了解他们的经验来改善向他们提供的服务。本范围审查探讨了HE中SwLD经验的证据范围和类型。
■评论遵循Arksey和O\'Malley概述的六个阶段。PubMed,科学直接，EBSCO,ProQuest,搜索了APAPsycNet的主要数据，纳入2012年1月至2022年7月间发表的研究.以下信息是从纳入的研究中提取和整理的：作者，Year,location,目标/目标，研究设计，材料和方法，和主要发现。
■搜索产生了3729个标题和摘要。他们的筛选产生了26篇符合条件的文章。对这些文章的审查确定了三个主要主题：(a)学术关注，(b)社会心理体验，和(c)支持系统和住宿。学术问题包括阅读等领域的困难，写作,和拼写。对心理社会体验的研究表明，SwLD体验压力，焦虑,和较低的自尊心。关于支持系统和住宿的研究表明，他们得到了学术支持，技术支持,以及教育机构考试的额外时间。
■在高等教育期间，SwLD经历了学术和心理社会挑战。然而,现有的支持系统无法解决这些挑战，有必要在这一领域进行进一步的研究。
■评论遵循Arksey和O\'Malley概述的六个阶段。PubMed,科学直接，EBSCO,ProQuest,搜索了APAPsycNet的主要数据，纳入2012年1月至2022年7月间发表的研究.以下信息是从纳入的研究中提取和整理的：作者，Year,location,目标/目标，研究设计，材料和方法，和主要发现。
■搜索产生了3729个标题和摘要。他们的筛选产生了26篇符合条件的文章。对这些文章的审查确定了三个主要主题：(a)学术关注，(b)社会心理体验，和(c)支持系统和住宿。学术问题包括阅读等领域的困难，写作,和拼写。对心理社会体验的研究表明，SwLD体验压力，焦虑,和较低的自尊心。关于支持系统和住宿的研究表明，他们得到了学术支持，技术支持,以及教育机构考试的额外时间。
■在高等教育期间，SwLD经历了学术和心理社会挑战。然而,现有的支持系统无法解决这些挑战，有必要在这一领域进行进一步的研究。
