The Illusion of Inclusion: How Postsecondary Institutions Are Failing Students with Learning Disabilities

     Despite a dramatic increase in enrollment of students with learning disabilities (LD) in postsecondary institutions, students with LD still graduate at significantly lower rates than students without LD. Factors... [ view full abstract ]

     Despite a dramatic increase in enrollment of students with learning disabilities (LD) in postsecondary institutions, students with LD still graduate at significantly lower rates than students without LD. Factors contributing to these persistent low graduation rates include: ineffective transition services from high school to college, vast differences between the legislation protecting students with LD in K-12 and then in postsecondary institutions, a lack of inclusive classroom practices, inconsistent documentation requirements across institutions, a lack of evidence-based practices regarding accommodation recommendation and approval, and insufficiently trained staff fulfilling the role of disability support services. A review of the literature was conducted to evaluate current policies and practices regarding LD in higher education. The implications of current common institutional policies and practices for students with LD are discussed. Recommendations for future policies, faculty and staff training, teaching practices, and research are provided.