As increasing numbers of learning disabled (LD) students attend postsecondary institutions (McGuire, Norlander, & Shaw, 1990; Saracoglu, Minden, & Wilchesky, 1989), researchers and clinicians contend that these college students display a disproportionate amount of psychological distress as compared to their non-LD peers (Faigel, 1985; Kronick, 1976; Patton & Polloway, 1982). The LD college student's propensity to experience emotional distress has been attributed to the stressful nature of the college environment, the demands of coursework, and unresolved psychological and psychosocial conflicts from childhood and adolescence. This paper explored the contention that LD college students are at risk for developing emotional problems which may affect their chances of experiencing success both in academia and in their personal lives.This study included a sample of 40 learning disabled college freshmen and 46 non-learning disabled college freshmen from four state universities in Indiana. Due to the nature of the research questions, only multivariate statistics were included. Multivariate analysis of variance results from the MMPI-2 validity and clinical, supplementary, and content scales indicated that there were no general differences in adjustment between the LD and non-LD samples. However, cluster analyses which were based on MMPI-2 clinical and validity scale T-scores, supported the notion that there were varying levels of emotional adjustment among the college learningdisabled students.One cluster of learning disabled students, (LD cluster 2), exhibited a propensity to experience psychological difficulties, and they appeared to be undergoing distress at the time of testing. Students from this at-risk LD cluster also reported many more personal, familial, and academic problems in their past. In comparison to students from the well-functioning LD cluster, those in the at-risk group indicated being diagnosed with their learning disability much later in their schooling; consequently, they also reported receiving fewer opportunities to receive help for their difficulties.The author suggests that, although these findings are preliminary, it appears that some learning disabled college students may be at-risk for experiencing personal distress and, perhaps, academic failure. It is recommended that the MMPI2, along with other psychologically-based instruments be used with this population as a possible way of identifying college students who may be in need of receiving psychological support. / Department of Counseling Psychology and Guidance Services

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A thorough investigation of postsecondary programs for learning disabled (LD) students is not available in the professional literature. In previous studies the perspectives of college faculty and staff have been explored regarding services for LD students, but few have investigated the perspectives of the students themselves. Therefore, more information is needed about what postsecondary students consider helpful as they cope with college life. The purpose of this study was to investigate learning disabled students' perceptions of factors that enhance their "adjustment" on the postsecondary level. The study was designed to determine what types of academic and personal support services LD students consider helpful in making their adjustment to college life; what services they use most often; what impact the type of learning disability has on service preference; and what impact the type of institution (two- or four-year) has on service preference. / Ed. D.

Students with learning disabilities have been attending postsecondary education in increasing numbers since the early 1990’s. Improvements in secondary education services, legal rights to reasonable accommodations, and college services for these students have been credited with this increase (Browning, 1997; Flexer, Simmons, Luft, & Baer, 2005; Hallahan & Kauffman, 2006; PL 93-12, Wilkinson & Rund, 2000). Legal mandates have stressed that secondary service providers must create services that prepare these students for adult life and postsecondary education options (Individuals with Disabilities Education Improvement Act, 2004). This study examined the perspective of secondary teachers/administrators and postsecondary service providers in Indiana to determine their awareness and perception of key skills related to postsecondary success for students with learning disabilities in institutions of higher education. Factors examined were related to academic, social, self-determination/advocacy, and emotional readiness. / Department of Special Education

The purpose of this study was to identify the characteristics of special needs students in technical educational programs.

The number of students with learning disabilities entering the higher education system in South Africa is increasing dramatically. At the same time, the misconceptions about disabilities can have distressing consequences for disabled students. A thorough understanding of current staff attitudes and knowledge of learning disabilities will assist when setting up interventions aimed at improving perceptions. This qualitative, phenomenological case study uses the bio-psycho-social model of disability to explore staff perceptions at the University of the Witwatersrand. Interviews with staff members showed that a wide range of opinions and attitudes exist. Although perceptions varied between participants, the main findings indicated that they presented a poor understanding of what disability, and in particular, learning disability means. The conclusion was drawn that Wits University should be proactive in empowering their staff by providing them with opportunities to learn about disabilities. This investment in staff development should ultimately lead to a richer campus life where all students feel welcome. / Educational Studies / M. Ed. (Adult Education)

The number of students with learning disabilities entering the higher education system in South Africa is increasing dramatically. At the same time, the misconceptions about disabilities can have distressing consequences for disabled students. A thorough understanding of current staff attitudes and knowledge of learning disabilities will assist when setting up interventions aimed at improving perceptions. This qualitative, phenomenological case study uses the bio-psycho-social model of disability to explore staff perceptions at the University of the Witwatersrand. Interviews with staff members showed that a wide range of opinions and attitudes exist. Although perceptions varied between participants, the main findings indicated that they presented a poor understanding of what disability, and in particular, learning disability means. The conclusion was drawn that Wits University should be proactive in empowering their staff by providing them with opportunities to learn about disabilities. This investment in staff development should ultimately lead to a richer campus life where all students feel welcome. / Educational Studies / M. Ed. (Adult Education)