Shea, L. C., Hecker, L., & Lalor, A. R. (2019). From disability to diversity: College success for students with learning disabilities, ADHD, and autism spectrum disorder. Columbia, SC: University of South Carolina, National Resources Center for The First-Year Experience & Students in Transition.
Review by: Janessa Boley, [email protected], College of Engineering, Iowa State University
Students bring different identities with them to the university with an increasing number of students attending college with varying learning differences (LD). From disability to diversity: College success for students with learning disabilities, ADHD, and autism spectrum disorder, Shea, Hecker, and Lalor (2019) address this increase, provide advice about how to help students navigate college and LD, and provide context to LD. The first thing Shea, Hecker, and Lalor (2019) address, is the importance of restructuring language surrounding LD, “we prefer the term learning difference because of stigma associated with the concept of disability” (2019). This restructure of language was one of the key things that I appreciated and is something that I can personally use when thinking about language in my advising role.
This book ties into NACADA Core Competencies (2017) and Core Values (2017); specifically addressing the Core Value of inclusivity. Shea, Hecker, and Lalor (2019) address ways student affairs professionals can accommodate students with LD, even if the student has not disclosed their LD. Shea, Hecker, and Lalor (2019) discuss universal design (UD) and methods of being proactive in accommodating students with and without LD. “Universal design can be used to think through various aspects of a program to address barriers before they impede access” (Shea, et. al., 2019). As Shea, Hecker, and Lalor (2019) describe ways to use UD for students with LD, they talk about advising practices and provide advice for professionals in residence life, student conduct, and other realms in academic affairs.
Reading this book will enhance advisor’s informational Core Competency (2017) established by NACADA. Shea, Hecker, and Lalor (2019) provide context, scientific background, and statistics about students with LD. They also address areas where research is lacking and provide information to these areas. Some of the areas that were enhanced through this read include information about student success and involvement, student involvement in leadership positions, and student involvement in extracurricular activities when navigating a LD. Not only does this add information for advisors, but it addresses areas in need of further research. Throughout the book, the authors relay this information in easy to read pieces and provide text with visuals to enhance the distribution of information.
As an advisor, I found this beneficial to my advising knowledge when working with students with LD and expanding new ways to be more inclusive in my practices for advisees, student leaders, and event management. By taking a few simple tips from this book, I will be able to make my methods more accommodating. This book gave me, as an advisor, simple changes that I can make without a lot of extra time or effort to enhance my inclusivity in advising of students in one-on-one appointments, group meetings, course advising, and referrals. This book is a quick, easy read and I highly suggest this to any advisor who is wanting to advance their knowledge and advising practices with students who may have a LD.
References:
Shea, L. C., Hecker, L., & Lalor, A. R. (2019). From disability to diversity: College success for students with learning disabilities, ADHD, and autism spectrum disorder. Columbia, SC: University of South Carolina, National Resources Center for The First-Year Experience & Students in Transition.
NACADA: The Global Community for Academic Advising. (2017). NACADA core values of academic advising. Retrieved from https://www.nacada.ksu.edu/Resources/Pillars/CoreValues.aspx
NACADA: The Global Community for Academic Advising. (2017). NACADA academic advising core competencies model. Retrieved from https://www.nacada.ksu.edu/Resources/Pillars/CoreCompetencies.aspx