The pediatric literature indicates that children with ADHD are at greater risk for sleep problems, daytime sleepiness, and some sleep disorders than children with no diagnosed disability. It has not been determined whether this pattern holds true among emerging adults, and whether comorbid sleep disorders with ADHD predict GPA. The present study…

College students with high functioning autism (HFA) and Asperger syndrome (AS) are participating in postsecondary education in increasing numbers. Institutions of higher education (IHE) that admit these students should support their individual and unique needs. The challenges these students face in the domains of social interaction and executive…

The storied experiences of a (dis)Abled student negotiating postsecondary education in Canada are highlighted within this article, including advocacy strategies and a critique of related policies. Persons with (dis)Abilities are a particularly marginalized population, traditionally excluded from society, with modern day views of pity or heroics…

Students with learning disabilities (LD) and Attention Deficit/Hyperactivity Disorder (ADHD) represent the largest segment of college students with documented disabilities. Despite enhanced access to accommodations under the Americans with Disabilities Amendments Act, this growing population continues to take longer to complete a college education…

This study examined issues related to college adjustment and self-advocacy from the perspective of students diagnosed with a primarily inattentive presentation of Attention Deficit Hyperactive Disorder (ADHD) who were unable to meet minimum academic expectations in their first attempt at college. Data were gathered from 12 students with ADHD who,…

Deaf children generally are found to have smaller English vocabularies than hearing peers, although studies involving children with cochlear implants have suggested that the gap may decrease or disappear with age. Less is known about the vocabularies of deaf and hard-of-hearing (DHH) postsecondary students or how their vocabulary knowledge relates…

The current study evaluates the short-term effects of a disability-focused training on the disability-related self-efficacy of university faculty. Three consecutive cohorts of faculty (N = 102) participated in an intensive four-day training institute focused on understanding and supporting university students with disabilities. Self-efficacy for…

This qualitative study explored personal factors students with invisible disabilities (SWIDs) associate with their voluntary withdrawal from a mid-western state land grant university (LGU) after completing 60 or more college credits. In-depth, semi-structured interviews were used to gather data from the five participants, all former students with…

This Practice Brief describes a grant-funded pilot program at an urban four-year public college, developed to address the needs of students with Autism Spectrum Disorders (ASD). This Interdisciplinary Collaborative Support Services program provided (1) more clinical assistance for students with ASD to promote their academic and social success; (2)…

Federal laws supporting the rights of students with disabilities to access postsecondary education have helped to facilitate a significant increase in the number of individuals with disabilities enrolling in postsecondary institutions. The rate at which these students complete their education, however, continues to lag behind the rate of students…

We examined aspects of the experiences of postsecondary students with various disabilities that facilitate higher grades and stronger intention to graduate. Specifically, we focused on experiences that could be modified by the student, the community, or the school. Self-reports of 611 junior/community college and university students with various…

Data were collected from 47 college students with disabilities at a large Midwestern university using the Career Thoughts Inventory ([CTI]; Sampson, Peterson, Lenz, Reardon, Saunders, 1996) and the Positive and Negative Affect Scale ([PANAS]; Watson, Clark, & Tellegen, 1988). Initial results revealed no significant differences for CTI total,…

This review of current writing assessment practices focuses upon the adult population, an area significantly underrepresented within psychoeducational literature. As compared to other populations, such as K-12 students, there are few options for the practitioner wishing to evaluate adult writers by means of standardized assessment instruments.…

This article describes research supporting the use of the Learning Difficulties Assessment (LDA), a normed and no-cost, web-based survey that assesses difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. Previous research has supported…

This study examined the education-related debt, sources of debt, and the process of acquiring accommodations for students with non-apparent (such as learning disabilities and mental health disabilities) and apparent disabilities in Canadian postsecondary education. A third group emerged during analyses, students with medical disabilities, which…