The Success Of Learning Disabled High School Students

The right of entry to education resources is more than uncomplicated admission to a college. The right to use means to provide students with the devices they will need to be victorious in higher learning. Students with a recognized disability ought to be no omission. In reality, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, “ensure that all qualified persons have equal access to education regardless of the presence of any disability.” Objective replacement, class waivers, and revision of classroom management, testing and course necessities are all illustrations of behavior to supply access for the learner with a disability. A break down to the creation of such practical adjustments can place schools in breach of federal and state statutes, ensuing expensive fines.

Furthermore, the CSEI inventory scale has been applied to establish a retention strategy for first-year students and discovered that it is connected with student’s academic success. Additionally, the inventory scale uses a self-rating10-point scale to rate confidence for which scores have been shown to have high internal consistency, reliability, and validity for use. CSEI inventory scale consists of 20 items related to various matters of college life assessing a student’s sense of perceived college self-efficacy (Solberg, O’Brien, Villarreal, Kennel, & Davis, 1993). This inventory scale has two recognizable categories that emerge, one with an academic focus and another with a social focus. Total scores of the CSEI are gained by summing the responses on the 20 items. The higher total scores suggest a better sense of college

Alspaugh also found that increasing vocational course offerings did not increase student retention (1998). School climate seemed to be more important to student retention than the diversity of the instructional program (Alspaugh, 1998). Alspaugh even goes on to infer that the more course offerings, it became possible for the student body to fracture into more isolated groups, which caused deterioration in the school’s climate and therefor lead to more dropouts (1998). Other points of interest brought forth by Alspaugh was that dropout rates had a high positive correlation with unemployment and crime rates, and that the “participation in highly visible extracurricular activities” showed to be

The writers of “First-Year Seminars Increase Persistence and Retention: A Summary of the Evidence from How College Affects Student” believe that first-year seminars improve the academic performance of college students across the nation. According to the summary, the main goal of the seminars is to increase the performance of the students in academic fields as well as social and to increase the number of students who get

The public institution selected for this research project is a nonprofit, multi-campus and Georgia’s third-largest technical college based in Waco. The institution has an open admissions policy. It enrolls less than 7,000 students annually, in certificate, diploma, and associate degree programs. The highest degree offered at the institution is an associate degree. The student-faculty ratio is 18-to-1. The challenge for West Georgia Technical College (WGTC) is to design and implement effective retention strategies and programs for first-time students that monitor, encourage , and reward student retention using available resources and without burdening faculty and staff with cumbersome tracking and reporting procedures. While the limitations present an overwhelming task, the consequences of not solving the problem exceed any potential limitations. With these limitations in mind, the researcher’s task is to find a workable solution. First-year retention rates involving higher education undergraduates during the previous several years have improved marginally even with various improvement efforts (Barefoot, 2000; Tinto, 2004). Large numbers of first-year students are exiting college due to unsatisfactory academic skills, failures to adapt both socially and academically, in addition to having an inadequate commitment to the objective of finishing college (Ishler & Upcraft, 2005; Tinto, 1987).

Early alert intervention programs can be beneficial to colleges to assist them with identifying students who are at risk of not being academically successful (Tampke, 2012-2013; Bryan & Simmons, 2009). Equally important, students entering college for the first time encounter significant changes from those encountered in high school as the academic demands are usually more rigorous. In addition, some freshman students struggle with academic success, which impacts persistence; therefore, early intervention programs should be considered. According to Vanthournout, Coertjens, Donche, and Van Petegem (2012), student academic persistence is an expected outcome of early intervention programs.

Attending college is a major accomplishment for many students. Students come from various backgrounds which include first generation attendees and minorities. Unfortunately, many students who begin fail to matriculate to their second year at a higher learning institute. Student retention is a long standing issue with no clear cut solution. Many researchers have conducted studies to try and understand the lack of attendance after the student’s first year.

In recent times Clayton State has had trouble in graduation rates, many people do not continue their education at Clayton State. In order to solve this situation my group creates a primary goal on how we can improve retention, and make students want to stay and graduate. We first establish our primary goal, this goal is a way for us to establish the criteria and come up with our overall solution. Our goal was to increase the graduation rate by wanting people to stay at CSU, and attract new comers to want to continue their education at CSU.

2004). If community colleges are able to provide resources for students to formulate culturally based clubs and organizations in efforts to aid in the retention and persistence efforts amongst minority students. Research also indicates the correlation amongst student engagement and student persistence (Astin, 1985; Tinto, 1993; Pascarella & Terenzini, 2005). A recent study conducted by (Wang and Shiveley, 2009) showed improvement in the retention of first-year students because of their participation in extracurricular activities. Students who are involved in activities are more likely to be successful.

Luckhardt Redfield, C., & Larose, G. (2010). Intelligent tutoring and mentoring for effective learning. EDUCAUSE Quarterly, 33(1). Retrieved from http://www.educause.edu/

A student’s first-year of college is arguably one of the most critical years in a student’s collegiate career. When students perform well in their first-year of college, they are significantly more likely to continue towards and earn their degree. Therefore, it is especially important that higher education officials analyze ways to improve upon a student’s initial college experience. Kuh, Cruce, Shoup, Kinzie, and Gonyea (2008) analyzed the relationships between student engagement and academic achievement and persistence among first-year students. Using ACT/SAT score reports, the National Survey of Student Engagement (NSSE), and student academic and financial aid information, researchers sought to determine the contributing factors of first-year grade-point average (GPA). Although students who had higher ACT/SAT scores and spent more time studying had higher GPAs, involvement within the college had a small effect on first-year GPA, especially for students with lower levels of academic achievement. Additionally, students who were more involved were significantly more likely to continue into their second-year of college, particularly African-American students. It is essential to garner more research on this topic because this study only used the relatively brief NSSE to measure engagement. Also, the findings in this study may not reflect the circumstances at other

The collection and organization of literature will be based on the needs of adult learners and research conducted on assisting adult learners prior to them dropping out of their programs. Literature will be collected that addresses adult learners need to be able to connect the dots between the program they are enrolled in and past learning experiences; their need to know that they are a part of the learning community, which will give them a sense of belonging; the knowledge that their immediate needs can be met by their program choice; and knowing who to seek assistance through if those needs are not being met. The outcome of collecting and organizing literature that explains the institutional context of the capstone will be to present research that addresses the issue of retention and solutions that can be implemented, such as a retention program for adult learners that will help to ensure that their needs are being met, help to increase program completion, and ensure that adult learners will have a successful learning experience that will be transferable to other learning experiences. The article written by Howell & Buck focused on four manageable variables that are observed as influencing adult students’ satisfaction with a business course: relevancy of the subject matter, faculty subject-matter competency, faculty classroom management, and student workload that can be applied to most courses (Howell & Buck, 2012).

Transitioning into higher education presents challenges for all students, whether it’s their age or previous educational history. Numerous individuals are extremely nervous as they are entering into an advanced environment such as higher education. This because college is a new learning environment at a completely different level. However, freshmen find college to be difficult at first because it’s harder for them to adjust. That’s why many universities should have student centers in place to help students. Student centers give students the pathway for flexible learning as it results in being successful in higher education (Baužienė & Vosyliūtė 2015).

Upon identifying programs available on various college campuses as they relate to first year students; it has become noticeable that university leaders are concerned with the retention of students within their first and second year of college. Therefore many universities have developed programs that are focused on the success of the freshman student and ensuring that group of students’ matriculations throughout their degree programs. As quoted in “The Dynamics of Organization in Higher Education (Kuh, 1996) “the frequent and increasingly predictable accusation that institutions of higher education operate in “silos” is based on their various schools, colleges, and athletic programs operating in parallel with one another, more focused on promoting than on adhering to or accomplishing broader institutional

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S