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,…

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…

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…

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…

College students with psychiatric (non-apparent) disabilities have a much higher dropout rate and tend to underperform academically when compared with peers who do not have non-apparent disabilities. These students are also vulnerable because their disability could delay the development of milestones critical to adulthood. Limited research…

College provides students with many opportunities to achieve academic success and enrich other aspects of their lives. Participating in campus activities can reduce stress, create social connections, promote healthy active living, and broaden civic engagement (Lindsey & Sessoms, 2006; Watson, Ayers, Zizzi, & Naoi, 2006). Studies noting…

Students need to learn to navigate the transition from high school to college in order to be successful and stay in college. This process is especially challenging for many students with disabilities who may face additional difficulties due to their disability. The intent of this study was to gain a better understanding of the academic and social…

To date, a mere handful of studies have been conducted to determine the effectiveness of providing training to university instructors on the principles of Universal Design for Learning (UDL) and the impact this training has on student outcomes, especially for students with disabilities. While these studies offer some useful data, their results may…

The purpose of this study was to confirm and extend prior research on the attitudes and experiences of typical college students towards students with intellectual disabilities who were enrolled in an inclusive postsecondary program. College students enrolled in a Disability Studies Internship class completed surveys, journals, and participated in…

The results of a pilot program to provide transition services for high school seniors with disabilities via one-on-one mentoring services over the course of an academic year were examined. Results indicate significantly improved attitudes toward requesting accommodations over the course of the nine month program. These results suggest positive…

The number of individuals with psychological disabilities attending colleges and universities has increased steadily over the last decade. However, students with psychological disabilities are less likely to complete their college programs than their non-disabled peers and peers with other types of disabilities. This qualitative study explored how…

Traditional examination accommodations include extra time, scribes, and/or separate venues for students with disabilities, which have been proven to be successful for the majority of students. For students with non-apparent disabilities such as sensory defensiveness, where sensitivity to a range of sensory information from the environment can…

The purpose of the study was to identify the perceptions and needs of students with disabilities with respect to Information Technology (IT) training. Results emerged from a survey of 324 college students with disabilities from 17 universities in South Korea. Survey questions were divided into two sections: (a) perceptions about the relevance and…

A positive classroom climate is essential to the success of students with disabilities in higher education. In a study of 268 students and 76 faculty members at a small liberal arts women's college in eastern Pennsylvania, participants responded to statements about students with disabilities. Findings indicate that faculty and students perceive…