A Course-Based Model to Promote Successful Transition to College for Students with Learning Disorders.

Abstract

The purpose of the current study was to evaluate student perceptions of the impact of a course developed to assist students with learning disorders, both learning disabilities and attention-deficit/hyperactivity disorder (AD/HD), transition and adjust to a university environment. Students’ perceptions of the impact of the course over time were assessed by a follow-up questionnaire sent to 222 students who had taken the course over the past eight years. In addition, students’ perceptions of the immediate impact of the course were assessed by a pre/post version of the questionnaire administered to 68 students taking the class. For the follow-up questionnaire, the variables of acceptance, communication, learning preferences and styles, and academic self-confidence were found to be statistically significant. For both the pre/post and followup questionnaire participants’ acceptance and understanding of their learning disorders and peer support were found to be statistically significant in transition and adjustment. The transition to college is difficult for all students. During this period of time college students are challenged with the developmental tasks of identity, integrity, meaningful relationships, autonomy, purpose, as well as the management of emotions (Chickering, 1969, Long & Long, 1970). In addition, students need to choose a major, pick classes, and do well academically. For students with learning disabilities and attention-deficit/hyperactivity disorder (AD/HD), this transition can be especially difficult. For the purpose of this study, the term learning disorder is being used to encompass both students with learning disabilities and ADHD. Students with learning disorders not only face the typical developmental tasks but also the additional challenge of establishing on their own those educational supports that were mandated for them in high school. They will move from the familiar model of special education services at the high school level to very different services at the college level. Further, at the college level, significant changes occur in their legal rights, there is a sharp reversal of parental and student responsibility, and they will face an uncharted academic environment (Brinckerhoff, McGuire, & Shaw, 2002; Madaus, 2005). Students with Learning Disorders and the Challenge

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