The Role of Non-Academic Factors in the Academic Success of College Students with Learning Disabilities
Abstract
Successful transition to postsecondary education for students with learning disabilities requires application of both academic and non-academic skills to meet the increased demands of the college environment. While academic skills are often of primary consideration, this article addresses critical non-academic factors that impact the academic success of college students with learning disabilities. These include, but are not limited to, self-efficacy and self-advocacy, two foundational components of the global concept of self determination. This article presents a brief summary of key issues in the existing literature related to these component skills, as well as a sampling of related student perspectives. Implications for practice and existing research are also presented that address improving self-efficacy perceptions and self-advocacy skills of post secondary students with learning disabilities.
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