Abstract
This pilot study explores the impact of inclusive classroom on neuro-diverse college students at Jones Learning Center (JLC) - University of the Ozarks, and their consequent academic performance having participated in an integrative process designed to support students who are intellectually capable of obtaining a college degree, but who require support for learning challenges owing to specific LDs, AD/HD, or ASD. The purpose of this work is to explore the overall processes and practices of (JLC) inclusive program, and to identify its effectiveness in supporting the academic performance of enrolled students with learning disabilities following integration into mainstream university learning. The research process begins with testing the first hypothesis directed toward determining the extent to which the academic performance of JLC students did improve after involvement with the program, then proceeds to the second hypothesis directed toward determining the extent to which collective applied knowledge at JLC is distinctive from typical practices in the field. This research uses a mixed methods approach. Data was collected at JLC in the form of secondary data of Grade Point Average, primary data obtained via structured questionnaire administered to students and alumni, and primary data obtained throughout conversational interviews conducted with staff and educators. The significance of this study is that, first, it validates the effectiveness of the special program at JLC for college-level students who learn differently, and second, it identifies the distinctiveness of their mix of techniques, methods, and practices, namely in their comprehensive individualized one-on-one approach.
Author Information
George Kassar, Ascencia Business School, France
Phillip A. Cartwright, Ascencia Business School, France
Paper Information
Conference: BCE2023
Stream: Education & Difference: Gifted Education
This paper is part of the BCE2023 Conference Proceedings (View)
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To cite this article:
Kassar G., & Cartwright P. (2023) An Exploratory Pilot Study on the Integration of Neurodiverse University Students Into Mainstream Learning and Their Performance: Case of Jones Learning Center ISSN: 2435-9467 – The Barcelona Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2435-9467.2023.6
To link to this article: https://doi.org/10.22492/issn.2435-9467.2023.6
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