Investigation of the Challenges Faced by Iranian Students with Learning Disabilities to Enter Universities

The term “a learning disabled university student” has been hardly ever used in Iran. It may be supposed that Iranian students with learning disabilities do not enter universities. This study aimed to investigate the challenges faced by Iranian students with learning disabilities to enter universities.
Due to the lack of a center to identify and have access to high school students with learning disabilities, qualitative research method was used in this study. The research population included high school students or graduates whose learning disabilities were diagnosed at primary school. The sample size consisted of 8 teenagers with learning disabilities along with their mothers who were selected through purposive sampling method. In addition, 3 learning disabilities experts were included using purposive sampling method. Data were collected using semi-structured interviews and analyzed using content analysis.
It was revealed that individual factors, school environmental inhibiting factors, and environmental inhibiting factors related to learning disabilities centers, all play a restrictive role for these students in entering universities. Nevertheless, school inhibiting environmental factors can be the main challenge for the Iranian students to enter universities.
Apart from identifying inhibiting factors, this study offers suggestions to address these environmental barriers, among which equipping schools with therapeutic programs for students with learning disabilities is of great importance.