Coping Strategies of University Students with Learning Disabilities

Abstract

The purpose of this study was to investigate coping strategies of students with learning disabilities attending a large midwestern university with no special program for such students. Twenty-five students identified as learning disabled prior to entering the university volunteered to participate in the research. They were tested to determine their present cognitive and achievement profiles. They were then interviewed to determine their coping strategies. The testing indicated that they had persistent visual and auditory processing deficits and academic skills deficits. The findings indicated that they had developed coping strategies to bypass or compensate for their processing and skill deficits.