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Using propensity methods and secondary analysis of National Longitudinal Transition Study 2 (NLTS2), the study examines how disability-specific supports and universally available support receipt relate to college perseverance and completion. Results show that students who received either universally available supports and/or disability-specific supports were more likely to persist and successfully complete 2-year or 4-year programs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/support-receipt-effect-on-postsecondary-success-of-students-with-learning-disabilities/598130/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/support-receipt-effect-on-postsecondary-success-of-students-with-learning-disabilities/598130.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do students with learning disabilities have lower postsecondary completion rates despite higher enrollment?","Question",{"text":112,"@type":113},"The document notes that while college enrollment increased substantially, graduation rates and persistence remained low and stagnant over time. A key contributor discussed is the low rate of disability disclosure, which limits eligibility for disability-related accommodations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does disability disclosure affect access to accommodations in college?",{"text":117,"@type":113},"Disability disclosure is described as voluntary in postsecondary education. Without disclosure, students are not eligible for disability-related accommodations, even though research cited in the text links accommodations to improved academic experiences.",{"name":119,"@type":110,"acceptedAnswer":120},"What relationship does the study find between support receipt and college outcomes for students with LD?",{"text":121,"@type":113},"Findings indicate that students who received supports—either disability-specific supports and/or supports available to the full student body—were more likely to persist in and successfully complete 2-year or 4-year colleges.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598130,1792165473,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Support Receipt: Effect on Postsecondary Success of Students With Learning Disabilities  \nLynn A. Newman, EdD 1, Joseph W. Madaus, PhD2, Adam R. Lalor, PhD3, and Harold S. Javitz, PhD 1  \nCareer Development and Transition for Exceptional Individuals  \n2019, Vol. 42(1) 6–16  \n© Hammill Institute on Disabilities 2018 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2165143418811288](DOI: 10.1177/2165143418811288)[ ](DOI: 10.1177/2165143418811288)[cdtei.sagepub.com](cdtei.sagepub.com)  \nAbstract  \nIn contrast to the increase in college enrollment rates of youth with learning disabilities (LD), graduation rates have remained stagnant and low. Using propensity methods, this study examined the effect of disability-specific and universally available support receipt on the college perseverance and completion of students with LD. Based on secondary analysis of National Longitudinal Transition Study 2 (NLTS2), findings indicate that students who received supports—those available to the full student body and/or disability-specific supports—were more likely to persist in, and successfully complete, 2-year or 4-year college. Implications include that transition staff need to ensure students not only are prepared to seek disability supports once on campus, but that equal emphasis should be placed on helping students access supports available to the full student body.  \nKeywords  \nlearning, disabilities, postsecondary, education, postschool outcomes, support services, research  \nCharacteristics Affecting Retention and Graduation  \nAs students with learning disabilities (LD) transition from secondary to postsecondary school, they encounter a new legal framework within which the responsibility for accessing disability-related supports shifts from the school to the student. In high school, special education is governed by the Individuals With Disabilities Education Act of 2004 (IDEA, 2004), and schools are mandated to identify and provide supports and accommodations students may need (Wolanin & Steele, 2004) . In contrast, students with LD enrolled in college are under the auspices of two civil rights laws—Subpart E of Section 504 of the Rehabilitation Act of 1973 (Rehabilitation Act, 2014), and the Americans With Disabilities Act of 1990 (ADA, 2014) and its Amendments Act of 2008 (ADAAA, 2008)—and a student is responsible for registering as a student with a disability to access accommodations and services (Walker, Getzel, Dukes, & Madaus, 2018) . Disability disclosure is voluntary in postsecondary education, and only 24% of students with LD inform their school of their disability (Newman et al., 2011). Without disclosure, students are not eligible for disability-related accommodations, despite emerging research that shows that accessing accommodations can make a positive difference in the academic experience of students with disabilities, including those with LD (McGregor et al., 2016; Pingry  \nO’Neil, Markward, & French, 2012; Troiano, Liefeld, & Trachtenberg, 2010) .  \nGiven the low rate of self-disclosure, and therefore disability-support receipt of students with LD, it is important to understand what other factors can influence their postsecondary education success, particularly in consideration of their low completion rates. Postsecondary enrollment rates for students with LD dramatically increased between 1990 and 2005 (Newman, Wagner, Cameto, Knokey, & Shaver, 2010) . By 2009, 67% of young adults with LD had enrolled in a postsecondary school within 8 years of leaving high school (Newman et al., 2011) . In contrast, their completion rates remained stagnant over time, with no significant difference in the decade and a half between 1990 and 2005 (Newman et al., 2010). By 2009, only 40% ofstudents with LD who had enrolled in postsecondary school had successfully completed their program (Newman et al., 2011) .  \nWithout self-disclosing, students ","cbCaicblhA3U77qo","https://ap.wps.com/l/cbCaicblhA3U77qo","pdf",332860,11,"English","# Abstract\n## Background: legal frameworks and disclosure\n## Factors affecting retention and graduation\n## Universally available academic supports","[{\"question\":\"Why do students with learning disabilities have lower postsecondary completion rates despite higher enrollment?\",\"answer\":\"The document notes that while college enrollment increased substantially, graduation rates and persistence remained low and stagnant over time. A key contributor discussed is the low rate of disability disclosure, which limits eligibility for disability-related accommodations.\"},{\"question\":\"How does disability disclosure affect access to accommodations in college?\",\"answer\":\"Disability disclosure is described as voluntary in postsecondary education. Without disclosure, students are not eligible for disability-related accommodations, even though research cited in the text links accommodations to improved academic experiences.\"},{\"question\":\"What relationship does the study find between support receipt and college outcomes for students with LD?\",\"answer\":\"Findings indicate that students who received supports—either disability-specific supports and/or supports available to the full student body—were more likely to persist in and successfully complete 2-year or 4-year colleges.\"}]","Support Receipt - Effect on Postsecondary Success of Students With Learning Disabilities | PDF",1792086343,28]