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Ryan S. Wells; Ling Chen – Educational Policy, 2025
As postsecondary developmental education policy reforms are implemented, increased attention must be given to students with learning and attention disabilities. The purpose of this study was to bring these students into the conversation, by examining their representation in developmental education broadly, as well the effect of this intervention…
Descriptors: Students with Disabilities, Learning Disabilities, Developmental Studies Programs, Disproportionate Representation
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Batel Hazan-Liran; Ofra Walter – European Journal of Special Needs Education, 2025
The objective of our study was to examine whether students with LD who receive support from an academic support centre exhibit higher levels of PsyCap and academic adjustment compared to those who do not receive such support. We also examined whether PsyCap mediates the relationship between receiving academic support and the level of academic…
Descriptors: Academic Support Services, Students with Disabilities, Learning Disabilities, Psychological Characteristics
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Rinat Michael; Mati Zakai-Mashiach; Pnina Shavit – European Journal of Special Needs Education, 2025
This study examined future career expectations of college students with and without learning disabilities (LD) and/or Attention-Deficit/Hyperactivity Disorders (ADHD) while focusing on the contribution of academic self-efficacy, self-advocacy, and family and academic support. Among participants with disabilities, assistance from support centres…
Descriptors: Career Guidance, Students with Disabilities, Advocacy, Self Efficacy
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Michal Al-Yagon; Orly Toren – European Journal of Special Needs Education, 2025
This study explored multisystem protective/risk factors for explaining resilience/adjustment in emerging adults with/without neurodevelopmental disorders facing the transition to a stressful non-academic context, mandatory military service. Participants were 904 conscripts (498 males, 55%) ages 18-25 years (M = 18.70, SD = 0.77) in four groups,…
Descriptors: Foreign Countries, Young Adults, Military Service, Military Training
Brandon LeBeau; Susan G. Assouline; Megan Foley-Nicpon; Ann Lupkowski-Shoplik; Katherine Schabilion – Gifted Child Quarterly, 2025
Academic acceleration, which enhances challenges for academically gifted students, can be subject-based or whole-grade. Limited research has explored its application in the twice-exceptional population, where students possess notable cognitive strengths and challenges due to psychological diagnoses. Our clinical study investigates the likelihood…
Descriptors: Twice Exceptional, Acceleration (Education), Academically Gifted, Intelligence Quotient