Academic Supports and College Success for Students with a Learning Disability

Date

2015

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Volume Title

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Abstract

This study examined students with learning disabilities' use of academic consultation, a specific academic support, during the first year of college and the relation it had to completing the undergraduate degree. Forty-one participants were recruited via e-mail, telephone, and social media in order to request their consent to have the researcher access their academic and support services records. Results indicate that the number of academic consultant meetings attended during the first year of college did not have a significant impact on overall GPA or GPA at the end of the third semester. Those who used test accommodations during their first year were more likely to graduate in four years than those students who did not use their test accommodations during the first year. The findings suggest incoming first year students with learning disabilities should be aware of the importance of seeking out and registering with the disability office on campus in order to arrange for their test accommodations.

Description

Dissertation completed in partial fulfillment of the requirements for the Doctor of Psychology degree in School Psychology at Alfred University, Alfred, NY.

Keywords

Educational psychology, Higher education

Citation

DOI

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