ADAPTING TO ACADEMIC LIFE: THE DIVERSE EXPERIENCES OF ITALIAN STUDENTS WITH SPECIFIC LEARNING DISORDERS IN HIGHER EDUCATION

The number of students with Specific Learning Disorders (SLDs) attending higher education in Italy is steadily increasing. However, their different diagnoses and educational backgrounds present unique challenges for academic adaptation. This study investigates their personal experiences by assessing their study approaches, preferred tools, and emotional well-being. We question whether such experiences differ between students who received an early diagnosis versus a late diagnosis, exploring the challenges they face and their desired improvements in academic services. Seventy-nine participants were recruited through the Support Service for Students with Learning Disorders at two Italian universities and completed an online questionnaire. After three participants withdrew, the final sample comprised 76 students (42 females; mean age: 21.8 years; SD = 2.85). The questionnaire included two sections. The first aimed at collecting socio-demographic information, while the second aimed at exploring study approaches, perspectives on their disorders, preferred tools and strategies, and areas for improvement. Results show that dyslexia is the most prevalent disorder in our sample, with 15% diagnosed solely with dyslexia and 21% with dyslexia comorbid with dysgraphia, dysorthographia, or dyscalculia. Additionally, 8% of participants reported a diagnosis of dyscalculia alone. Comorbidity is common and exacerbates academic challenges, with 81.8% of respondents indicating that their SLD affects their academic performance. Comparing the academic experiences of students with early vs late diagnoses, those who received an early diagnosis reported greater familiarity with assistive tools and strategies. In contrast, those who received a late diagnosis often faced greater initial challenges but managed to adapt by seeking peer support and utilizing university resources. As regards their preferred lecture modalities and desired changes, many students expressed preferences for in-class attendance, additional time, recorded lectures, and the use of assistive technologies. They indicated a desire for more flexible and accessible learning options to better accommodate their needs. Consistent with existing literature, this study confirms memory and attention difficulties within the sample. These challenges are often mitigated through personalized approaches and tools, such as maps, timelines, schemes, keywords, color coding, and assistive technology, provided by the universities. However, there is a need for future research to develop new inclusive tools that enable all students to develop their full potential and to experience their academic journey positively. Universities should consider adopting flexible lecture modalities and providing access to innovative assistive tools to better support students with SLDs.