As students with intellectual disabilities (SWID) are increasingly attending inclusive postsecondary education (IPSE) programs, their specific needs and barriers to success must be assessed and addressed. Additionally, mental health (MH) conditions are common in college age students, this remains true for SWID enrolled in IPSE programs. This study…

Over the past half century higher education in the United States has been challenged to develop and implement policies and practices that effectively promote the access, retention, and graduation of diverse underrepresented populations. One of these populations is comprised of individuals with disabilities, whose equal access to higher education…

Section 504 of the 1973 Rehabilitation Act and the Americans with Disabilities Act (ADA) are often the starting places for conversations about students with disabilities in higher education. Section 504 and the ADA provide mandates for protection from discrimination and provision of reasonable disability accommodations (e.g., sign language…

This study examined how traditional-aged, first-year college students with specific learning disabilities adjusted to academic expectations as they moved from high school to a less monitored collegiate environment. Results of the study indicated that these students had difficulty moving beyond their established high school patterns by…

Disability laws such as the American with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973 mandate equal access to academic programs, activities, and services for students with disabilities. Therefore, disability laws require that institutions of higher education offer students with learning disabilities (LD)…

In a period of declining college enrollments, it is important to serve all qualified students, especially disabled students who may not be attracted to a college unless the college is responding to their needs. The role of the counselor is to translate awareness of needs into positive action for the disabled student. (Author)

Section 504 of the Rehabilitation Act of 1973 provides an impetus for the development of special services for learning-disabled college students. Describes the problems of three such students and the services they needed to improve their chances for academic success, and provides suggestions for working with these students. (Author)

The application of student development principles, student responsibilities and the attitudes, perceptions and needs of students, staff and employers must all be considered in career development and placement services for the handicapped student. The student must actively participate in this process. (Author/JAC)

Handicapped college students view the attitudes of the nonhandicapped as the major barrier facing them. Other concerns include finding a rewarding career, architectual barriers and financial need. Faculty and students need to be aware of both the problems and contributions of the handicapped. (JAC)

Knowledge of admission and support service opportunities is necessary for handicapped students to choose a college or university that will accommodate their needs. It is the job of school counselors to see that handicapped students have the information they need. (Author)