Dissertation writing help on Load on Persistence for College Students with Learning Disabilities
Custom Dissertation Writing Service - The Effects of Remedial Coursework and Reduced Credit Load on Persistence for College Students with Learning Disabilities
Students with learning disabilities face an array of challenges as they transition from high school to college. At the aggregate level, the transitional obstacles for students with learning disabilities include: (a) changes in the academic environment and reward structure; (b) less academic preparation than their non-disabled cohorts; and (c) psychosocial issues. Although all undergraduate students face similar barriers during the transition to postsecondary education, students with learning disabilities face increased challenges related to their learning difficulties (Dalke & Schmitt, 1987; Greenbaum, Graham, & Scales, 1995; Learner, 2000; Mooney & Cole, 2000).
Considering what is known about the transition obstacles for students with learning disabilities, it becomes important to investigate why some undergraduate students with learning disabilities persist in college, and some do not. To this end, the problem addressed in this study is persistence in college for students with learning disabilities. Although a great deal of research has been conducted on persistence in college (e.g., Bean, 1980, 1985; Braxton, 2000; Cabrera, Castaneda, Nora, & Hengstler, 1992; Mallette & Cabrera, 1991; Noel, 1978; Pascarella & Chapman, 1983; Pascarella, Terenzini, & Wolfle, 1986; Tinto, 1975, 1993), little attention has been given exclusively to students with learning disabilities.
This study will utilize the data provided in the Beginning Postsecondary Students Longitudinal Study (BPS:96/01 - restricted level). The study will employ quantitative methods to investigate the association between coping strategies, as understood as compensatory efforts, and persistence to the second year for students with learning disabilities. Two types of coping strategies will be considered: (a) enrollment in first-year remedial coursework; and (b) credit load during the first year.