Ability and achievement characteristics of Australian university students with self-reported specific learning disabilities

There is a lack of empirical data on the ability and achievement characteristics of Australian university students seeking accommodation under the Disability Discrimination Act because of Specific Learning Disabilities (SLD). A series of 30 self-referred students was assessed individually using an extensive test battery (WJ-R) based on a modern, comprehensive model of intelligence and achievement. Comparisons with known characteristics of North American students with and without SLD are reported as well as individual profile patterns relevant to definitions of SLD. Intra-cognitive weaknesses were found in cognitive processing speed, memory, auditory and visual intelligence. Contrary to expectation, reading was not an area of weakness. As expected, basic writing skills were poor for many students (18 out of 30). The variability of profile patterns requires an individualised approach to assessment, careful translation into recommendations, and ongoing evaluation of learning outcomes.