Support Receipt: Effect on Postsecondary Success of Students with Learning Disabilities

Autor/inn/en	Newman, Lynn A.; Madaus, Joseph W.; Lalor, Adam R.; Javitz, Harold S.
Titel	Support Receipt: Effect on Postsecondary Success of Students with Learning Disabilities
Quelle	In: Career Development and Transition for Exceptional Individuals, 42 (2019) 1, S.6-16 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143418811288
Schlagwörter	College Students; Learning Disabilities; Academic Persistence; Graduation Rate; Academic Accommodations (Disabilities); Accessibility (for Disabled); Access to Education; Student Personnel Services; Academic Achievement; Academic Support Services + Suchen Sie Ihr Suchwort? Collegestudent; Learning handicap; Lernbehinderung; Accessibility; Zugänglichkeit; Education; Access; Bildung; Zugang; Bildungszugang; Schulleistung
Abstract	In contrast to the increase in college enrollment rates of youth with learning disabilities (LD), graduation rates have remained stagnant and low. Using propensity methods, this study examined the effect of disability-specific and universally available support receipt on the college perseverance and completion of students with LD. Based on secondary analysis of National Longitudinal Transition Study 2 (NLTS2), findings indicate that students who received supports--those available to the full student body and/or disability-specific supports--were more likely to persist in, and successfully complete, 2-year or 4-year college. Implications include that transition staff need to ensure students not only are prepared to seek disability supports once on campus, but that equal emphasis should be placed on helping students access supports available to the full student body. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/2/04