scholarly journals The Transition of First-Year Students with Learning Disabilities

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Wanda M. Hadley ◽  
Michael T. Miller
Keyword(s):  
Learning Disabilities ◽  
First Year ◽  
Students With Learning Disabilities ◽  
First Year Students

scholarly journals The Academic Adjustments of First-Year Students with Autism

2021 ◽  
pp. 36-41
Author(s):  
Wanda Hadley ◽  
Yuqian Zhang
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
Autism Spectrum ◽  
Transition To College ◽  
First Year ◽  
Students With Learning Disabilities ◽  
First Year Students ◽  
High School To College ◽  
Students With Autism ◽  
Spectrum Disorders

Students with learning disabilities, specifically those with autism spectrum disorders (ASD) transitioning from high school to college might face barriers to their academic participation. Seamless access on campus for students with ASD should be a priority that includes accommodations, a culture that is inclusive, and faculty that understand the issues related to having students with ASD in the classroom. This study reviews the experiences of the same group of entering first-year students with ASD over a two-year period as they adjust to the transition to college. Students struggled to move away from accommodations such as tutoring, extra time for exams, and proctored exams as they had received in high school.

scholarly journals The Transition and Adjustment to First-Year Students with Specific Learning Disabilities

2019 ◽  
Vol 17 (1) ◽  
Author(s):  
Wanda M. Hadley
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
Students With Disabilities ◽  
Colleges And Universities ◽  
First Year ◽  
Students With Learning Disabilities ◽  
Individuals With Disabilities ◽  
First Year Students ◽  
Transition To Higher Education ◽  
Education Act

Students with learning disabilities are one of the fastest growing student population attending colleges and universities. Students with learning disabilities in the pre-kindergarten through twelfth grade (PK-12) educational system are protected by the Education of All Handicapped Children Act of 1975 and the Individuals with Disabilities Education Act (IDEIA) of 1990/Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. Conversely, when students with learning disabilities transition to higher education they are no longer covered by these legislations. Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990 prohibit colleges and universities from discriminating against students with disabilities and mandate that accommodations be provided. The types and levels of accommodations and services offered in higher education, however, are not as extensive as those required to be provided in the PK-12 system. This article comes from a four-year study of the same group of 10 first-year students with dyslexia and/or reading problems. It chronicles their adjustments to the academic expectations of the college environment as they transitioned from high school to college. Chichering (1969; Chickering & Reisser, 1993) provies the theoretical framework for the study. The study begins durign the students' first year of college and concludes four years later when the students are seniors preparing to graduate. Questions in the study were asked of the students over a four-year period.

Students with Learning Disabilities' Perceptions of Self-Determining Factors Contributing to College Success

2017 ◽  
Vol 8 (3) ◽  
pp. 1-13 ◽  
Author(s):  
Theresa Marie Wegner
Keyword(s):  
Learning Disabilities ◽  
College Success ◽  
College Persistence ◽  
Support Staff ◽  
Personal Attributes ◽  
First Year ◽  
Students With Learning Disabilities ◽  
Secondary Educators ◽  
Determining Factors ◽  
Practical Implications

This qualitative study identified the factors that contributed to the success experienced by students with learning disabilities in their first year of college. The primary factors that emerged from student interviews were their attitudes about higher education, and their personal attributes including motivation, maturity, and persistence. Additionally, students' adjustment to academic and campus life, and their use of supports and skills, such as college tutors, studying, managing time, and advocating for their needs were factors that led them to college persistence. Practical implications are proposed for secondary educators, postsecondary support staff and educators, students, and families.

scholarly journals A Sense of Belonging

2018 ◽  
Vol 25 (2) ◽  
Author(s):  
Wanda Hadley
Keyword(s):  
Learning Disability ◽  
Student Development ◽  
Development Theory ◽  
First Year ◽  
Students With Learning Disabilities ◽  
First Year Students ◽  
University Culture ◽  
Individual Interviews ◽  
Group Interviews ◽  
The University

First-year students that identify as having a learning disability are an at-risk subgroup of students self-identifying on college campuses. Many of these students choose not to disclose their learning disability upon admissions to the university because of their concern about being accepted in the university culture. This research is from a two year study of the experiences of a group of first-year students with learning disabilities transitioning to a private, selective, coeducational, 4-year University in the Midwest. Qualitative data of focus group interviews and semi-structured individual interviews present the findings of the study. Chickering (1969) and Chickering and Reisser’s (1993) stages of student development theory are presented through Hadley’s (2009) interpretation of their experiences.

A Team-Based Junior High Inclusion Program

1997 ◽  
Vol 18 (4) ◽  
pp. 243-249 ◽  
Author(s):  
Gordon S. Gibb ◽  
James R. Young ◽  
Keith W. Allred ◽  
Tina Taylor Dyches ◽  
M. Winston Egan ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Behavior Disorders ◽  
Junior High ◽  
Parent Perceptions ◽  
Positive Outcome ◽  
Self Esteem ◽  
First Year ◽  
Collaborative Teams ◽  
Students With Learning Disabilities ◽  
Perceptions And Attitudes

Parent perceptions and attitudes regarding the inclusion of students with mild to moderate disabilities into general classrooms have been mixed. In this qualitative study, the parents of 17 students with learning disabilities and 1 student with behavior disorders were interviewed following the first year of a junior high inclusion pilot program based on teacher and student collaborative teams. Twelve response categories are identified. Parents recognized personal attention for students and positive attributes of teachers as strengths of the program and increased student self-esteem as a positive outcome. The results indicate that the majority of the parents were supportive of the program and wanted it to continue.

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