[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596906-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-596906-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","accommodations-and-academic-performance-first-year-university-students-with-disabilities","Accommodations and Academic Performance - First-Year University Students with Disabilities","","Despite the rising enrollment of university students with disabilities, many have not reached academic parity with non-disabled peers. This study matched 71 first-year students with disabilities with students without disabilities using admission high-school average, gender, and program of study. Across measures including GPA, failed courses, and course drop after first year, students with disabilities showed lower GPA and higher failure rates even after matching. Classroom note-taking related to fewer course drops but also poorer performance, and losing accommodations during the transition predicted worse outcomes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/accommodations-and-academic-performance-first-year-university-students-with-disabilities/596906/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/accommodations-and-academic-performance-first-year-university-students-with-disabilities/596906.png","ImageObject",300,407,{"name":42,"@type":43},"Danger Angel","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How did the study compare students with disabilities and students without disabilities?","Question",{"text":63,"@type":64},"It matched 71 first-year university students with disabilities to peers without disabilities using three variables: high school average at admission, gender, and program of study.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What measures of academic performance were analyzed?",{"text":68,"@type":64},"The study compared GPA, failed courses, and dropped courses after the first year of university, including how accommodations related to these outcomes.",{"name":70,"@type":61,"acceptedAnswer":71},"What was the key finding about accommodations and academic outcomes?",{"text":72,"@type":64},"Even when matched on admission average, gender, and program, students with disabilities had lower GPA and were more likely to fail courses; losing accommodations during the transition was linked to worse academic performance.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596906,1792193094,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":108,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Accommodationsand Academic Performance: First-Year University Students with Disabilities  \nJeanette Parsons Queen’s University  \nAndrea Martin Queen’s University  \nMary Ann McColl Queen’s University  \nDavid Rynard Queen’s University  \nAbstract  \nDespite growing enrollment of university students with disabilities, they have not achieved academic parity with their non-disabled peers. This study matched 71 first-year university students with disabilities and students without disabilities on three variables: high school average when admitted to university, gender, and program of study. Both groups of students were compared on three measures of academic performance: GPA, failed courses, and dropped courses after first year of university. The relationship between accommodations and academic performance was also analyzed for students with disabilities. Even when matched on admission average, gender, and program of study, students with disabilities had a significantly lower GPA and were more likely to fail courses in their first year than their peers without disabilities. While note-taking in the classroom was associated with being less likely to drop a course, it was also associated with poorer academic performance, as was using a calculator or alternate format during exams. The more accommodations students lost in the transition from high school, the worse they performed academically at university. Students who lost human assistant support in the classroom and the use of a computer or a memory aid during exams had a significantly lower GPA and were more likely to fail courses in their first year of university compared with students who did not lose these accommodations. These findings have implications for accessibility offices and universities in supporting the access needs and academic success of students with disabilities. Keywords: accommodation, academic performance, transition  \nRésumé  \nMalgré l’augmentation des inscriptions d’étudiants universitaires handicapés, ceux-ci n’ont toujours pas atteint la parité avec leurs pairs non handicapés. Cette étude a apparié 71 étudiants universitaires de première année non handicapés et avec handicap selon trois variables : la moyenne du secondaire lors de l’admission à l’université, le sexe et le programmed’études. Les deux groupes ont été comparés selon trois mesures de la performance à l’université : la moyenne générale, les échecs et l’abandon de cours après la première année d’université . La relation entre les mesures d’adaptation et la performance à l’université a également été analysée pour les étudiants handicapés. Même lorsqu’ils étaient appariés sur la base dela moyenne d’admission, du sexe et du programme d’études, les étudiants handicapés avaient une moyenne générale nettement inférieure et étaient plus susceptibles d’échouer dans leurs cours en première année que leurs pairs non handicapés. La prise de notes en classe est associée à une probabilité réduite d’abandonner un cours, mais elle est aussi associée à des résultats scolaires inférieurs, tout comme l’utilisation d’une calculatrice ou d’un format d’examen différent. Plus les étudiants perdent des mesures d’adaptation lors de la transition du secondaire, plus leurs performances à l’université sont mauvaises. Les étudiants qui ont perdu le soutien d’une tierce personne en classe et la possibilité d’utiliser un ordinateur ou un aidemémoire pendant les examens avaient une moyenne générale nettement inférieure et étaient plus susceptibles d’échouer à des cours pendant leur première année que les étudiants n’ayant pas perdu ces mesures. Ces conclusions ont des implications pour les bureaux d’accessibilité et les universités en ce qui concerne le soutien aux besoins d’accès et à la réussite universitaire des étudiants handicapés.  \nMots-clés : mesures d’adaptation, performance à l’université, transition  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement supérieur 51:1 (2021)   \nIntroduction  \nBetween 201","cbCaiu0i4cAQ90Jm","https://ap.wps.com/l/cbCaiu0i4cAQ90Jm","pdf",186059,16,"English","# Introduction\n## Study background and problem statement\n## Transition to university and accommodation focus\n## Rationale for examining academic accommodations","[{\"question\":\"How did the study compare students with disabilities and students without disabilities?\",\"answer\":\"It matched 71 first-year university students with disabilities to peers without disabilities using three variables: high school average at admission, gender, and program of study.\"},{\"question\":\"What measures of academic performance were analyzed?\",\"answer\":\"The study compared GPA, failed courses, and dropped courses after the first year of university, including how accommodations related to these outcomes.\"},{\"question\":\"What was the key finding about accommodations and academic outcomes?\",\"answer\":\"Even when matched on admission average, gender, and program, students with disabilities had lower GPA and were more likely to fail courses; losing accommodations during the transition was linked to worse academic performance.\"}]","Accommodations and Academic Performance - First-Year University Students with Disabilities | PDF",1792083978]