As enrollment rates for students with learning disabilities steadily increase, post-secondary institutions must become more inclusive. Current literature reveals a gap in studies between post-secondary education and student views on access programs. Our endeavor focused on this community. The survey was distributed using SONA and by the Student Accessibility Services Office via Qualtrics. Our study looked at 312 participants, aged from 18 - over 30 years old and who varied in sex. More satisfaction with accommodations equated to more academic competence towards goals. However, the results showed less satisfaction with personal lives and self-acceptance. This is possibly due to participants having greater help with learning disabilities and less help with adjustments in their personal lives. Hopefully, this research will open new conversations between students with learning disabilities and universities, in order to better understand this special needs population.

Thesis advisor: Rebecca Schendel / Higher education institutes have seen massive growth over the decades in terms of student enrollment. To maintain the quality of education provided to students, scholars, and practitioners have advocated for students to submit an entrance exam as a part of the admission application. This study analyzed trends in all national and standardized entrance exams (N= 119) to see which areas of knowledge and methods of assessments are most commonly utilized in entrance exams around the world. The areas of knowledge that were looked at in this study: English, Language Arts, Math, History, Government Studies, Religion, and Hard Science. The methods of assessment that were looked at in this study: Supplied response, Selected response, Practical, and Oral. Data was collected through publicly available documents and entered into a database to then analyze and recognize trends. The findings of this study show that the most common area of knowledge that is tested is Language Arts (N = 107) and the most common method of assessment is supplied response (N = 81). / Thesis (MA) — Boston College, 2023. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

The Good Behavior Game and Tootling are two intervention techniques rooted in behavioral theory that are widely used for class wide behavior management purposes. Few studies have evaluated the use of these classwide behavior management interventions with the addition of a technological component or when applied to a post-secondary education setting. The goal of the current study was to evaluate the effects of the Good Behavior Game with ClassDojo and Tootling with ClassDojo for increasing academic engagement and decreasing problem behavior in a post-secondary classroom. Participants included emerging adult students (19-24 years-old) with intellectual disabilities in a Comprehensive Transitional Program at a major university. An alternating treatment design was implemented to compare the intervention conditions to both a baseline and an ongoing control conditions. Results, limitations of the study, implication for practice, and future research are discussed.

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