Understanding the Transition to College for Students with Learning Disabilities

Abstract

This study sought to investigate the transition to college for students with learning disabilities at a mid-size Midwestern university. A qualitative approach was used to provide insight in student's perspectives on the transition from high school to college. Three undergraduate students with learning disabilities were individually interviewed to gain understanding of the transition to college. The results demonstrated a critical need for institutions to address the transition to college for students with learning disabilities and create incentives that guide support for student success. Students utilizing various support systems like academic student services, and peers. The transitions to college for students with learning disabilities in this study were influenced by high school preparation differences and the importance of connection to the college. Developing independence in college was discussed as a way to break barriers and to be seen as adults. Results of this study cannot be generalized for all students with learning disabilities in college as many are in different stages of growth and development based on their own needs and experiences.

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