The Experiences of Postsecondary Students with Learning Disabilities in Summer Transition Programs: A Multi-case Study of Six Programs in Ontario
Year: 2015
Type: dissertation
Abstract: Students with Learning Disabilities (LD) are the largest and fastest growing sub group of students with disabilities in postsecondary education. Despite their increasing enrollment, students with learning disabilities remain an under-represented group, and are categorized at risk due to the low graduation rates compared to their peers, specifically at the university level. The first year is a critical year for all students entering postsecondary education as it is this year where students are most likely to drop-out. For students with learning disabilities, the first year is particularly important as they must adjust to a new academic environment and accommodations from what they are accustomed to in high school. Understanding what supports and influences improve these experiences for students with learning disabilities at the onset of their postsecondary education is a crucial step in augmenting their persistence and graduation prospects. Using a multi-case study design, I examine the experiences of students with learning disabilities in six summer transition programs in public universities in Ontario, Canada and how these programs prepared students in making the transition from high school to university. The summer transition programs under investigation resulted from the recommendations made by Ontario’s Learning Opportunity Task Force to the Ministry of Training Colleges and Universities to fund transition programs to increase the retention and graduation of students with learning disabilities. Findings from this study show that students with learning disabilities who participate in transition programs gain academic tools and strategies that help them transition into their first year of university (and beyond) such as time-management, note taking, and seeking disability related support services and accommodations; learn about the importance of self-advocacy and communicating with faculty, staff, and peers regarding their disability; and learn how to navigate the university and the services available to help them succeed. In addition, participants noted that attending the transition program helped them find new confidence in themselves and find a sense of community amongst other participants in the program.
Source: TSpace (University of Toronto)
Author: Diliana Peregrina‐Kretz
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2560894107