Enhancing Accessibility for University Students with Specific Learning Disabilities Using a Computerized Screening System

This paper considers the diagnostic value of a computer screening system as an alternative, or adjunct, to traditional battery testing systems in identifying the presence of specific learning disabilities (SLD) in university students. In the present times of increasing numbers of students with various forms of disabilities entering tertiary education, institutional fiscal constraints, problems with employing and securing professional staff, and the heightened value placed on time, it would seem sensible to utilize cost and time efficient systems for diagnosing the presence of disabilities in students. This paper therefore considers the use of the Lucid Adult Dyslexia Screening (LADS) system, and draws from the university casebook of one psychologist to highlight its usefulness in terms of increasing accessibility to assessment and associated services. It is argued that, because the diagnostic phase is crucial to the approval and implementation of accommodations, efficiency in the assessment process contributes to reducing barriers that students with SLD may face in gaining access to equitable assistive resources. The conclusion suggests that LADS is a cost and time efficient system, but needs to be used judiciously by considering the clinical history of the student. Scope for further research is also indicated.