By Michael C. SchwalbPosted April 20, 2019 06:21:02A lot of people who might think of a college as a safe place to learn will find themselves shocked by the results.
A new study from The Chronicle of Higher Education found that while college students who have learning disabilities and disabilities of varying severity are more likely to be admitted than their peers without disabilities, they also are more than twice as likely to enroll in classes that will lead to their learning disability being labeled as a learning disability.
While that number is surprising, the study’s authors say it is not surprising given that many schools are not equipped to accommodate the needs of people with learning difficulties.
The study, published in the journal Pediatrics, looked at more than 400,000 students from all 50 states and the District of Columbia who had disabilities from a variety of conditions.
It found that the prevalence of learning disabilities among students who had learning disabilities is much higher in schools that are more supportive of students with disabilities.
The study also found that students who are more physically and mentally active are less likely to attend college.
The researchers noted that the majority of students who meet the criteria for a disability are also diagnosed with one or more learning disabilities.
These students are also more likely than students without disabilities to be diagnosed with learning problems, as well.
For students with the disability, the cost of attending college is also higher, particularly for those who are already enrolled in college.
While students with hearing impairments and those with developmental disabilities are more economically disadvantaged, students with intellectual disabilities are less economically disadvantaged.
“I think this is a really important finding because it helps to understand the barriers that students face when they apply to college and to see if there are some strategies that can help to reduce these barriers,” said Amy Wylie, a doctoral candidate in education policy at the University of California, Berkeley, who was not involved in the study.
While there are no reliable data on the percentage of students without learning disabilities who are admitted to college, the research does suggest that college admission rates have been on the rise for some time.
In the early 2000s, only a quarter of students admitted to colleges with a higher percentage of learning disabled students were admitted.
The findings of the study also suggest that the college-access issue has become much more pressing in recent years.
The number of colleges and universities with higher rates of students needing remedial instruction has increased by a factor of four in the past decade.
A similar trend has been seen in the number of students being admitted to schools that require additional remedial or other support for students who struggle to learn.
“It’s hard for colleges to make this kind of commitment,” said Nicole C. Jones, a professor of education at the George Washington University and the co-director of the National Association of College and University Teachers.
“They have to be doing something in the education system to be more responsive to the needs and needs of students,” she said.
Students with learning impairments are often at the forefront of these issues.
Nearly half of students in the United States have a learning difficulty, according to the National Assessment of Educational Progress.
They make up more than a third of the student body in high schools, a disproportionate share of whom are students of color.
They are also disproportionately represented in poverty and are at the highest risk of having to pay for college.
The research also found evidence that students with special needs, who have higher rates than the general population of learning difficulties, are disproportionately targeted by college admissions policies.
Students with learning challenges are more at risk for being denied admission to college than students with other disabilities, and more than half of all college students have been denied admission due to a learning problem.
The Chronicle of Greater Houston, which is publishing the study, said it is encouraging that the number and diversity of students applying to colleges has increased.
But Jones said the data should be used as a wake-up call for college admissions administrators.
“The data suggests that colleges and schools have made strides, but we still need to do more,” she added.
The Associated Press contributed to this report.