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Addressing the persistence and retention of students with disabilities in higher education: Incorporating key strategies and supports on campus

by Liz Getzel

Getzel, L. (2008). Addressing the persistence and retention of students with disabilities in higher education: Incorporating key strategies and supports on campus. Exceptionality: A Special Education Journal, 16(4), 207-219.
https://doi.org/10.1080/09362830802412216

This article explores the key characteristics of postsecondary education programs that help youth and young adults with disabilities persist and remain in college. Student support factors include services that develop stronger self-determination skills, teach and support young adults' self-management skills, expose students to assistive technology, and promote career development by providing internships or other career-related experiences. In conjunction with student support services there are two professional development emphases for instructional faculty that contribute to the institutional support needed by college students with disabilities. Students benefit when faculty have an increased awareness and knowledge of the characteristics and needs of students with disabilities and when faculty incorporate concepts of universal design into their instruction and curriculum.