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ERIC Number: EJ906696
Record Type: Journal
Publication Date: 2010
Pages: 17
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: N/A
Postsecondary Students Who Have a Learning Disability: Student Perspectives on Accommodations Access and Obstacles
Cawthon, Stephanie W.; Cole, Emma V.
Journal of Postsecondary Education and Disability, v23 n2 p112-128 2010
Students with Learning Disabilities (SLD) face unique challenges when entering postsecondary education after high school. A successful navigation of postsecondary context requires knowledge of one's own disability and needs as well as access to what resources may be available at the institution. The purpose of this study was to gather SLD perspectives on accommodations use and obstacles they faced in gaining access to services. A total of 110 undergraduate students at a selective, four-year public University completed an online survey as part of a research subject pool requirement. The study collected information about the following areas: (a) accommodations use, (b) opportunities/barriers faced during transition, (c) knowledge students had regarding their disability and available services, and (d) self-advocacy strategies. Results indicated that this student population might not have used the University resources to the extent that they were available, pointing towards a potential need for greater awareness of campus resources. However, it was also true that students generally knew the implications of their disability and were utilizing many of the same resources that they did in high school. The article concludes with implications for education professionals who serve SLD. (Contains 1 table, 2 figures and 1 footnote.)
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: ahead@ahead.org; Web site: http://www.ahead.org/publications/jped
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A