Identifying components of effective college transition programs for students with learning disabilities

Despite multiple state and federal regulations, many students with learning disabilities remain unprepared to transition successfully from high school to college. The purpose of this literature review, therefore, was to begin to identify some of the components of programs that have been shown to be helpful for these students. A total of 11 studies were reviewed, six that had addressed programs at colleges or universities. Findings suggested the potential effectiveness of teaching students self-awareness, self-advocacy, their legal rights, and specific learning strategies. Findings also suggested the positive impact of supportive relationships between students and disability services employees.