References:
Abecassis, S., Magen, H., & Weintraub, N. (2023). Typing Performance and Technique of Higher Education Students with Specific Learning Disorders. Learning Disabilities Research & Practice, 38(2), 119–128. https://doi.org/10.1111/ldrp.12305
Ala’i-Rosales, S., Roll-Pettersson, L., Pinkelman, S., & Cihon, T. (2010). Emerging Opportunities in Higher Education: Applied Behavior Analysis and Autism. European Journal of Behavior Analysis, 11(2), 207–216. https://doi.org/10.1080/15021149.2010.11434344
Baten, E., Vlaeminck, F., Mués, M., Valcke, M., Desoete, A., & Warreyn, P. (2022). The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children with and Without Developmental Disorders. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-021-05383-0
Bazeley, P. (2013). Qualitative data analysis: practical strategies. Sage
Chiappetta Cajola, L. (2020). E-learning inclusivo e studenti con DSA a Roma Tre: dati di ricerca e prospettive di sviluppo. ECPS - Educational Cultural and Psychological Studies, 21. https://doi.org/10.7358/ecps-2020-021-chia
Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability, 12(24), 1–22. https://doi.org/10.3390/su122410367
Davis, T. E., Nida, R. E., Zlomke, K. R., & Nebel-Schwalm, M. S. (2009). Health-Related Quality of Life in College Undergraduates with Learning Disabilities: The Mediational Roles of Anxiety and Sadness. Journal of Psychopathology and Behavioral Assessment, 31(3), 228–234. https://doi.org/10.1007/s10862-008-9110-4
Del Bianco, N., & Grigg Mason, L. (2021). Specific Learning Disorders in Higher Education: The University of Arizona case study. Education Sciences and Society, 1. https://doi.org/10.3280/ess1-2021oa11930
Di Palma, D., Varriale, L., Briganti, P., & Tafuri, D. (2019). The importance of sport activities to stimulate an educational management of students with SLD. Journal of Human Sport and Exercise, 14(Proc1). https://doi.org/10.14198/JHSE.2019.14.PROC1.02
Drosinou Korea, M., & Alexopoulos, P. (2024). Factors arising from the utilization of Artificial Intelligence and Large Language Models in Special Education and Training. European Journal of Special Education Research, 10(2), 1-16. http://dx.doi.org/10.46827/ejse.v10i2.5209
Dymond, S. K., Meadan, H., & Pickens, J. L. (2017). Postsecondary Education and Students with Autism Spectrum Disorders: Experiences of Parents and University Personnel. Journal of Developmental and Physical Disabilities, 29(5), 809–825. https://doi.org/10.1007/s10882-017-9558-9
Edwards, A. D. (2014). Serving the Needs of Students on the Autism Spectrum in Higher Education: A Study of Leadership and Support Services. Disertation. Drexel University.
Figueiró, P. S., & Raufflet, E. (2015). Sustainability in higher education: A systematic review with focus on management education. Journal of Cleaner Production, 106, 22–33. https://doi.org/10.1016/j.jclepro.2015.04.118
Hotez, E., Shane-Simpson, C., Obeid, R., DeNigris, D., Siller, M., Costikas, C., Pickens, J., Massa, A., Giannola, M., D’Onofrio, J., & Gillespie-Lynch, K. (2018). Designing a summer transition program for incoming and current college students on the autism spectrum: A participatory approach. Frontiers in Psychology, 9(FEB). https://doi.org/10.3389/fpsyg.2018.00046
Krassadaki, E., Tsafarakis, S., Kapenis, V., & Matsatsinis, N. (2022). The use of ICT during lockdown in higher education and the effects on university instructors. Heliyon, 8(11). https://doi.org/10.1016/j.heliyon.2022.e11214
Kreider, C. M., Medina, S., & Koedam, H. M. (2021). (Dis)ability-informed mentors support occupational performance for college students with learning disabilities and attention-deficit/hyperactivity disorders through problem-solving and a focus on strengths. British Journal of Occupational Therapy, 84(5). https://doi.org/10.1177/0308022620937636
Kreider, C. M., Medina, S., Lan, M. F., Wu, C. Y., Percival, S. S., Byrd, C. E., Delislie, A., Schoenfelder, D., & Mann, W. C. (2018). Beyond academics: A model for simultaneously advancing campus-based supports for learning disabilities, STEM students’ skills for self-regulation, and mentors’ knowledge for Co-regulating and guiding. Frontiers in Psychology, 9(AUG). https://doi.org/10.3389/fpsyg.2018.01466
Kumar, P., & Agrawal, N. (2019). Learning Disabled and Their Education in India. Human Arenas, 2(2), 228–244. https://doi.org/10.1007/s42087-018-0035-5
Kyriakidis, A., Zervoudakis, K., Krassadaki, E., & Tsafarakis, S. (2024). Exploring the Impact of ICT on Higher Education Teaching During COVID-19: Identifying Barriers and Opportunities Through Advanced Text Analysis on Instructors’ Experiences. Journal of the Knowledge Economy. https://doi.org/10.1007/s13132-024-02346-5
Lefler, E. K., Alacha, H. F., Weed, B. M., Reeble, C. J., & Garner, A. M. (2023). Professor and Peer Perceptions of Requests for Academic Accommodations in College: An Examination of ADHD and Specific Learning Disorder. Psychological Reports. https://doi.org/10.1177/00332941231156821
Lindgrén, S. A., & Laine, M. (2011). Multilingual dyslexia in university students: Reading and writing patterns in three languages. Clinical Linguistics and Phonetics, 25(9). https://doi.org/10.3109/02699206.2011.562594
Linares-Espinós, E., Hernández, V., Domínguez-Escrig, J. L., Fernández-Pello, S., Hevia, V., Mayor, J., Padilla-Fernández, B., & Ribal, M. J. (2018). Methodology of a systematic review. Actas Urologicas Espanolas, 42(8), 499–506. https://doi.org/10.1016/j.acuro.2018.01.010
Longobardi, C., Fabris, M. A., Mendola, M., & Prino, L. E. (2019). Examining the selection of university courses in young adults with learning disabilities. Dyslexia, 25(2). https://doi.org/10.1002/dys.1611
MacLeod, A., Allan, J., Lewis, A., & Robertson, C. (2018). ‘Her. come again’: the cost of success for higher education students diagnosed with autism. International Journal of Inclusive Education, 22(6), 683–697. https://doi.org/10.1080/13603116.2017.1396502
Margari, L., Buttiglione, M., Craig, F., Cristella, A., De Giambattista, C., Matera, E., Operto, F., & Simone, M. (2013). Neuropsychopathological comorbidities in learning disorders. http://www.biomedcentral.com/1471-2377/13/198
Mastrothanasis, K., Koulianou, M., Katsifi, S., & Zouganeli, A. (2018). The use of Metacognitive knowledge and regulation strategies’ of students with and without special learning difficulties. International Journal of Special Education, 33(1), 191–207.
Mastrothanasis, K., Zervoudakis, K., & Xafakos, E. (2021). Secondary special education teachers’ beliefs towards their teaching self-efficacy. Preschool & Primary Education, 9(1), 28–51. https://doi.org/10.12681/ppej.24646
Matteucci, M. C., & Soncini, A. (2021). Self-efficacy and psychological well-being in a sample of Italian university students with and without Specific Learning Disorder. Research in Developmental Disabilities, 110. https://doi.org/10.1016/j.ridd.2021.103858
Mental health of students in higher education. (2011), published by Royal College of Psychiatrists, available on https://www.rcpsych.ac.uk/docs/default-source/improving-care/better-mh-policy/college-reports/college-report-cr166.pdf?sfvrsn=d5fa2c24_2
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., Estarli, M., Barrera, E. S. A., Martínez-Rodríguez, R., Baladia, E., Agüero, S. D., Camacho, S., Buhring, K., Herrero-López, A., Gil-González, D. M., Altman, D. G., Booth, A., … Whitlock, E. (2016). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Revista Espanola de Nutricion Humana y Dietetica, 20(2), 148–160. https://doi.org/10.1186/2046-4053-4-1
Panicker, A. S., & Chelliah, A. (2016). Resilience and Stress in Children and Adolescents with Specific Learning Disability. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 25(1), 17-23.
Pfeifer, M. A., Reiter, E. M., Hendrickson, M. K., & Stanton, J. D. (2020). Speaking up: a model of self-advocacy for STEM undergraduates with ADHD and/or specific learning disabilities. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00233-4
Pratt, H. D., O’Donnell, D., & Orfuss, M. F. (1999). Disorders of cognition, attention, and learning. Indian Journal of Pediatrics, 66(3):401.
Puțaru, A. I., & Rusu, A. S. (2023). Systematic literature review on the dimensions and assessment of teacher-student relationship in higher education. Journal of Educational Sciences & Psychology, 13(1). https://doi.org/10.51865/JESP.2023.1.09
Ramjia, A. V., & Fosterb, J. (2023). The strengths of Attention-Deficit/Hyperactivity Disorder in university students: A qualitative investigation. Journal of Educational Sciences & Psychology, 13(2), 152-165 https://doi.org/10.51865/JESP.2023.2.12
Roll-Pettersson, L., Dillenburger, K., Keenan, M., Alai-Rosales, S., & Sigurdardottir, Z. G. (2020). Higher education, behaviour analysis, and autism: time for coalescence. European Journal of Behavior Analysis, 21(1), 1–8. https://doi.org/10.1080/15021149.2020.1760472
Rußmann, M., Netz, N., & Lörz, M. (2023). Dropout intent of students with disabilities. Higher Education. https://doi.org/10.1007/s10734-023-01111-y
Safta, C. G., & Suditu, M. (2022). The Transition to the academic environment: between difficulties and coping strategies. Journal of Educational Sciences & Psychology, 11(73), 10-51865. https://doi.org/10.51865/JESP.2022.2.03
Schwartz, A. E., Hopkins, B. G., & Stiefel, L. (2021). The Effects of Special Education on the Academic Performance of Students with Learning Disabilities. Journal of Policy Analysis and Management, 40(2), 480–520. https://doi.org/10.1002/pam.22282
Semrud-Clikeman, M., & Bledsoe, J. (2011). Updates on attention-deficit/hyperactivity disorder and learning disorders. In Current Psychiatry Reports, 13(5), 364–373. https://doi.org/10.1007/s11920-011-0211-5
Shaikh, M. S., Zheng, G., Wang, C., Wang, C., Dong, X., & Zervoudakis, K. (2024). A classification system based on improved global exploration and convergence to examine student psychological fitness. Scientific Reports, 14(1), 27427. https://doi.org/10.1038/s41598-024-78781-w
Spenceley, L. M., Wood, W. L. M., Valentino, M., & Lewandowski, L. J. (2020). Predicting the Extended Time Use of College Students with Disabilities. Journal of Psychoeducational Assessment, 38(3). https://doi.org/10.1177/0734282919848588
Steed, E. A., Phan, N., Leech, N., & Charlifue-Smith, R. (2021). Remote Delivery of Services for Young Children with Disabilities During the Early Stages of the COVID-19 Pandemic in the United States. Journal of Early Intervention. https://doi.org/10.1177/10538151211037673
Tudor, S. L., Langa, C., & Lazăr, A. N. (2023). Online curricula–students’ perception on the quality of digital tools (the online course and the educational websites). Journal of Educational Sciences & Psychology, 13(1). https://doi.org/10.51865/JESP.2023.1.02
Van Hees, V., Moyson, T., & Roeyers, H. (2015). Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs. Journal of Autism and Developmental Disorders, 45(6), 1673–1688. https://doi.org/10.1007/s10803-014-2324-2
Vasiou, A., & Andriopoulou, P. (2023). University students’ mental health and affect during COVID-19 lockdown in Greece: the role of social support and inclusion of others in the self. Psychology: the Journal of the Hellenic Psychological Society, 28(1), 253–263. https://doi.org/10.12681/psy_hps.29862
Vasiou, A., Vasilaki, E., Mastrothanasis, K., & Galanaki, E. (2024). Emotional Intelligence and University Students’ Happiness: The Mediating Role of Basic Psychological Needs’ Satisfaction. Psychology International, 6(4), 855–867. https://doi.org/10.3390/psycholint6040055
Veritas Health Innovation. (2021). Covidence systematic review software. Melbourne, Australia. Available at www.covidence.org.
Weis, R., & Beauchemin, E. L. (2020). Are separate room test accommodations effective for college students with disabilities? Assessment and Evaluation in Higher Education, 45(5). https://doi.org/10.1080/02602938.2019.1702922
White, S. W., Elias, R., Capriola-Hall, N. N., Smith, I. C., Conner, C. M., Asselin, S. B., Howlin, P., Getzel, E. E., & Mazefsky, C. A. (2017). Development of a College Transition and Support Program for Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 47(10), 3072–3078. https://doi.org/10.1007/s10803-017-3236-8
Zingoni, A., Taborri, J., Panetti, V., Bonechi, S., Aparicio-Martínez, P., Pinzi, S., & Calabrò, G. (2021). Investigating issues and needs of dyslexic students at university: Proof of concept of an artificial intelligence and virtual reality-based supporting platform and preliminary results. Applied Sciences, 11(10). https://doi.org/10.3390/app11104624