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ERIC Number: EJ825763
Record Type: Journal
Publication Date: 2007
Pages: 14
Abstractor: As Provided
Reference Count: 23
A Course-Based Model to Promote Successful Transition to College for Students with Learning Disorders
Chiba, Constance; Low, Richard
Journal of Postsecondary Education and Disability, v20 n1 p40-53 Sum 2007
The purpose of the current study was to evaluate student perceptions of the impact of a course developed to assist students with learning disorders, both learning disabilities and attention-deficit/hyperactivity disorder (AD/HD), transition and adjust to a university environment. Students' perceptions of the impact of the course over time were assessed by a follow-up questionnaire sent to 222 students who had taken the course over the past eight years. In addition, students' perceptions of the immediate impact of the course were assessed by a pre/post version of the questionnaire administered to 68 students taking the class. For the follow-up questionnaire, the variables of acceptance, communication, learning preferences and styles, and academic self-confidence were found to be statistically significant. For both the pre/post and follow-up questionnaire participants' acceptance and understanding of their learning disorders and peer support were found to be statistically significant in transition and adjustment. (Contains 9 tables.)
Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail:; Website:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act