Title: Junior College Experience and Students with Learning Disabilities: Implications for Success at the Four Year University
Abstract: There are an increasing number of students with learning disabilities attending college. Several factors and programs have been suggested as helpful to the success of students with learning disabilities in the college setting. One of the factors which has been suggested to be helpful is attendance at a two year or junior college. Little research has been done however to support the claims that attendance at a two-year college increases the success of students with learning disabilities. This study looked at the success of 84 students at a four-year college, 50 who had previously attended junior college and 34 who had not. Although there was no significant difference in GPAs earned, students who had previously attended a two-year college were more likely to graduate than students who had not attended a two-year college. ********** Graduation is the ultimate goal of every college student, their parents, and teachers. Although attending college and earning college credits may provide self-satisfying knowledge and skills for employment, the hours and work involved mean less until graduation is achieved. Graduation means students have met a certain standard. It might be argued that another measure of success is an individual's grade point average (GPA). However, the GPA is overshadowed in final assessment by graduation. Graduation is the ultimate goal in the college process for all students, including those with learning disabilities. There are significantly more students with learning disabilities enrolling in postsecondary institutions now than in the past. Only 3% of college freshman in 1978 were identified to have any type of disability. Now 98 % of public institutions report they have enrolled students with a disability and most postsecondary educational institutions provide some level of services, supports and accommodations (National Council on Disabilities, 2003). The number of students with learning disabilities (LD) attending colleges and universities has increased as a result of the efforts of postsecondary institutions to provide more support, services, and transition planning (Beale, 2005). Yet the percentage of students with LD who choose to attend postsecondary educational institutions is still about half that of the general population (Wagner, Newman, D'Amico, et al., 1991). Students with LD who do enroll in college are more likely to select a two year college over a four year college, perhaps feeling these schools will provide better opportunities for success (Murray, Goldstein, Nourse, & Edgar, 2000). Little research has been done, however to support claims that a two year college is advantageous to the student with a learning disability. It would be better for the student with LD and their families and educational staff to base college choices on research driven data rather than unsubstantiated beliefs. Predictors and enhancers of college success As might be expected, support during college years is important for all students, and particularly those students with learning disabilities. One key to success for college students with learning disabilities is family support (Nielsen, 2001). Interviews with successful college students with learning disabilities identified family support, early identification and good self-esteem as key to their competency. Creative academic advising has also been promoted as a support for the student with learning disabilities resulting in higher GPAs (Reiff, 1997). He developed a system of goal planning, based on the strategies used by successful adults with learning disabilities, to aid students with academic deficiencies. This was a unique form of support the university could provide for their students with learning disabilities. Green (1995) believes that supportive interventions should begin with the initial college experience. She reports on a program that provided a freshman seminar for both students with learning disabilities and non-learning disabled students. …
Publication Year: 2008
Publication Date: 2008-12-01
Language: en
Type: article
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Cited By Count: 36
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