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 on their college persistence and credit accumulation. Results show students with learning or attention disabilities are overrepresented in developmental education and could experience heterogenous effects on their postsecondary outcomes. Policymakers should be purposeful about consideration of this growing group of students in continued developmental education reforms.