Date Approved

5-6-1996

Embargo Period

9-7-2016

Document Type

Thesis

Degree Name

M.A. in Learning Disabilities

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Urban, Stanley

Subject(s)

Learning disabled--Education (Higher)--United States; Learning disabled--Services for--United States

Disciplines

Disability and Equity in Education

Abstract

The purpose of this research project was to compile a listing of support services available and accommodations provided for college students with learning disabilities from a selected sample of surveyed four year colleges and universities. This information will be used in conjunction with other research being conducted by the Special Education Department at Rowan College in order to provide the college's Department of Specialized Services with recommendations for support services with this population at Rowan College.

The number of students with learning disabilities attending college since the late 1980s has increased dramatically. Several factors account for this increase, but the major reason is the passage of Section 504 of the Rehabilitation Act of 1973 which provided legal entitlement tor qualified students with learning disabilities to attend college.

A review of the literature indicates that a continuum of services are available and are offered to students with learning disabilities but that research concerning accommodation and program effectiveness is lacking.

Overall, 63% of the surveyed institutions responded. The lack of response from six institutions may be due to insufficient staff to complete survey forms. Survey results confirmed that a continuum of services are available to students with learning disabilities. The average graduation rate for more selective colleges exceeded that of less selective ones. This difference can possibly be accounted for by students with learning disabilities having to meet the same competitive requirements as students without learning disabilities. Also, for schools like Hofstra and Boston University, comprehensive services provided for students with learning disabilities more likely ensured academic success than schools without these services.

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