Factors Influencing Persistence of Students with Learning Disabilities at Four-Year Institutions

Abstract

This study investigated the persistence and transition of college students with learning disabilities at a mid-sized Midwestern university. The qualitative, narrative approach was used to determine which factors influenced the persistence of students with learning disabilities at a four-year, mid-sized university and which college services and resources students with learning disabilities utilized. This research found that students do utilize college services and supports to assist through their transitions into college. The participants in this research relied on the support of their family and friends while they approached and navigated their college transition. This study found that students with learning disabilities could benefit from additional support from campus disability support offices, student affairs professionals. K-12 educators, and parents and families of the students. Results from this research cannot be generalized for all students with learning disabilities as the participants were in varying stages of growth and development.

Date of Award	2018
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Dianne M Timm (Supervisor)