In university classrooms around the world ranging from the UK and North America to Israel, anywhere from 2% to 15% percent of any given student population may exhibit specific learning differences calling for accommodation or adaptation on the part of classroom instructors (Root, 1994; Heiman & Precel
, 2003; Kormos & Smith, 2012).
Although the preference for traditional textbooks of students in the present study mirrors results from previous research, which largely involved college students without disabilities (Precel
Eshet-Alkalai, & Albertson, 2009; Woody et al., 2010), the rationale may be different.
In addition, a study comparing learning-disabled (LD) and non learning-disabled college students found that LD students reported more stress, nervousness, frustration, and helplessness than non-LD students (Heiman & Precel
Students with LD often reported a lower level of social support compared to students without special needs (Heiman, 2006); however, despite these difficulties, many students with LD adjust successfully to the academic requirements and do well in their studies (Heiman and Precel
Ideally, educational classes or lectures could be used to inform students about the increasing prevalence of learning disabilities (Heiman & Precel
, 2003; Henderson, 1999; Mull, Sitlington, & Alper, 2001) as well as the necessity and benefits of accommodations (Baker, 2005; Dziekan, 2003).
In addition, students who are aware of their difficulties are able to adopt unique learning strategies (Heiman & Precel, 2003; Vogel & Adelman, 1992).
The LD students complained of their lack of effective learning strategies, writing problems, attention disorders, and difficulties in managing their time (Heiman & Precel, 2003).