Abstract:
The purpose of this qualitative case research was to investigate specific preparation influences, educator strategies, and accommodations that may be utilized in a postsecondary setting for the purpose of supporting and promoting academic success among college students with learning disabilities. Six postsecondary participants between the ages of 19 and 24 were interviewed. The results of the study generated 5 categories, including an internal sense of confidence, becoming servant leaders, encouragement from others, physical interruptions, and alternative learning supports. Students believed that in spite of the negativity in their particular situations, their foundation of strength was related to servant leadership in helping others within their community and offering support through their avocation. The participants also recognized how significant their participation and the sense of belonging contribute to their preparation for success at the postsecondary level. This self-determination implies a strong personal community that must be present in the lives of students with learning disabilities who have aspirations for attending postsecondary institutions. It is recommended that university professors have regular communication in the form of weekly meetings with the Office of Disabled Student Services to keep current with approaches that are useful for students with disabilities to succeed. It is also recommended that universities provide more opportunities for students with disabilities to express themselves in all levels of university life and be an integral part of decisions related to policies of college curriculum.
