Standardized assessment of content knowledge for STEM (Science, Technology, Engineering, Mathematics) topics is pervasive in both K-12 and postsecondary institutions. Yet, most instruments are developed with little to no validation for students with learning disability (LD), attention deficit hyperactivity disorder (ADHD), and autism spectrum…

Institutions of higher education are increasingly asking students to use the online environment, or virtual campus, when carrying out business related to college life. In this paper, we report findings from a study conducted to learn more about the experiences of college students with learning disabilities as they interacted with this virtual…

This study of nine college students with learning disabilities examined success and disability management factors. The students reported experiencing labeling, stigmatization, and gatekeeping throughout their school years. Positive coping strategies included relying on benefactors, implementing self-improvement techniques, and utilizing particular…

The effect of a lecture pausing procedure on performance of 15 learning-disabled and 15 nondisabled college students was evaluated. Findings indicate that 2-minute pauses spaced at logical breaks during videotaped lectures effectively enhanced student performance on immediate free-recall and objective test measures but not on long-term free…

This study compares algebra performance tested under timed and extended-time conditions of 88 community college students with and without learning disabilities (LD). With extended time, the LD students' performance did not differ significantly from the timed or extended-time scores of the students without learning disabilities. (Author/DB)

Twenty-five university students with learning disabilities were interviewed relating to specific work habits necessary for successful functioning in an undergraduate program. Only 4 of 10 work habits were reported as acquired by 70% or more of the students. There was no correlation between overall self-rating and cumulative grade point average.…

This article describes the results of a series of focus group interviews conducted with postsecondary students with disabilities about the importance of self-determination in their success in those settings. Approximately 40% of the student participants identified a learning disability or attention deficit disorder as their primary disability. The…

This report discusses a study of 31 postsecondary students (20 males and 11 females) with learning disabilities (LD) and/or with attention deficit hyperactivity disorder (ADHD) that examined college achievement and attributional styles. Students completed a combined Academic Attributional Style and Coping with Academic Failures Questionnaire.…

This study investigated how obtaining predicted and actual scores on aptitude tests can provide crucial information regarding personal beliefs about ability. The ACID profile of the Wechsler Adult Intelligence Scale (Revised) (WAIS-R) was used to collect the subjective and objective scores of 92 college students with severe scholastic deficits…

Interviews with 49 adults with learning disabilities who had attended college found that most respondents adjusted well to demands of college, approximately 90% of respondents graduated from college in 5.5 years, and students typically attended more than 1 college and pursued a variety of majors. Keys and barriers to success are examined, and…

A study examined specific word- and sentence-level features most frequently used in the expository writing of 87 college students with learning disabilities, 50 with attention-deficit/hyperactivity disorder, 58 with both disabilities, and 92 controls. Very high correlations were found between verbosity, quality, and lexical complexity. (Contains…

Comparison of college students with learning disabilities who either graduated (n=23) or did not graduate (n=17) from college found that the two groups differed on frequency of self-contained placement, duration of private tutoring, high school English courses, and age and prior college experience at college entrance. Gender differences were also…

This final report describes a project to develop, implement, evaluate, and disseminate a framework, the James Madison University (JMU) Active Learner Approach, for course-specific strategy assessment and tutorial instruction for 46 college students with learning disabilities or attention deficit hyperactivity disorder. Individual sections address…

This qualitative study examined factors that have contributed to the educational success of nine college students with learning disabilities and explored how these students manage their disabilities in the educational arena. Data came from student academic records, interviews, and classroom observations over a 6-month period. Factors studied…