The goal of this research was to develop a model to predict which students with disabilities will drop out before graduation and to investigate the drop out pattern of students with disabilities. To accomplish this we evaluated potential predictors of persistence and drop-out among 611 college and university students with various disabilities and developed a prediction model. We tested this model in a retrospective study using an independent sample of actual graduates (n = 133) and premature leavers (n = 39). Results show that the best predictors of academic persistence and dropout are the three Theory of Planned Behavior scales. These predicted 25% of the variance in intention to graduate and correctly classified 83% of participants who were no longer in school (86% of graduates and 74% of premature leavers). Path analysis showed linkages between demographic, academic performance, personality, self-efficacy, and college experience measures and the three Theory of Planned Behavior predictors. Key reasons for dropping out were: disability, health, finances, career direction uncertainty, inadequate disability accommodations, and lack of interest/motivation. A one-page questionnaire based on the Theory of Planned Behavior (i.e., Attitude, Subjective Norms, Perceived Behavioral Control) can add to the literature on predictors of intention to graduate, graduation and drop-out among college and university students with disabilities; this is enclosed in the Appendix.

We tested the ability of Ajzen's Theory of Planned Behavior (TPB) model to predict intention to graduate among Canadian and Israeli students with and without a learning disability / attention deficit hyperactivity disorder (LD/ADHD). Results based on 1486 postsecondary students show that the model's predictors (i.e., attitude, subjective norms, perceived behavioral control related to graduation) predicted between 32% and 59% of the variability in intention to graduate. Gender made a minor contribution to the prediction equation and age was unrelated. This suggests that our TPB measure, included in Table 1, is valid for diverse samples and countries. It can be used as a quick, inexpensive way to predict intention to graduate and, as shown by previous investigations, actual graduation rates. Thus, strengthening the three predictors may result in higher graduation rates.

Employment prospects for junior/community college graduates with disabilities seem to be quite positive.

We interviewed 58 experts (30 in French, 28 in English) about potentially useful information and communication technologies (ICTs) for Québec college students with a learning disability (LD) and evaluated whether college students with an LD (n = 74), in fact, used these. We also compared ICT use, learning opportunities, and attitudes among three groups of students from Montreal area French and English language colleges: (1) students with an LD, and (2) students who, based on a reading comprehension test, were categorized as adequate readers (approximately top 50%) or (3) very poor readers (approximately bottom 20%). Results indicate important discrepancies between the views of the experts and the realities of students with LDs. Moreover, students with an LD use significantly fewer different types of ICTs than those without an LD.

An exploratory study identified and compared the views of 77 campus disability service providers, 38 professors, and 45 e-learning professionals from Canadian colleges and universities regarding their experiences with e-learning and its accessibility to students with disabilities. Findings indicate that all groups saw benefit in having someone who makes e-learning accessible to students with disabilities on campus and that problems related to e-learning accessibility were most likely to go to campus disability service providers and least likely to e-learning professionals. Only half of the participants indicated that professors are taught about e-learning accessibility, that there is someone on campus who makes e-learning accessible, that accessibility is a criterion for selecting new types of e-learning, and that their school has e-learning accessibility guidelines or policies. These findings suggest that important e-learning accessibility problems remain. Recommendations for colleges and universities on how to increase e-learning accessibility are provided.

This study's goal was to compare aspects related to academic persistence of two groups of college students with non-visible disabilities: 110 Canadian two and four-year college students -55 with mental health related disabilities and 55 with Specific Learning Disorder (LD). Results show that students with mental health related disabilities were less likely to intend to graduate than students with LD. Students with mental health disabilities were also older, more likely to be female, to have worse personal circumstances and to feel more socially isolated on campus. They were also less likely to be enrolled in their first choice program or to be registered for campus disability related services than students with LD. Different variables predicted intention to graduate for the two groups. This is a key finding in helping students in these two groups successfully graduate, as they may have different academic, social, personal and accommodation needs. Recommendations are made about how to intervene to improve the academic persistence of students with mental health related disabilities. These include minimizing the fear of stigmatization and adopting a model where accommodations are based on students' unique needs rather than their diagnoses.

We explored s and compared students comp that worked w completed a c for them that n there were so books, blogs a did help with Both student Future researc between profe Keywords: i perspectives, p IntroductioInformation a ubiquitous an their use. Her their use of in do these work excellent in th Post-secondar in order to he (Hue & Ab J quality of te post-secondar resulted in nu information, a Professors TechnoloThere is an ex tion and C by Buchanan, Sainter and Saunders (2013), with a sample of 114 professors, found that the ten most frequently used technologies were: links to online library resources; online audio / video podcasts from other sources; formative online testing; online audio / video podcasts created by the professors themselves; discussion boards for class discussions; discussion boards for frequently asked questions; blogs with the goal of encouraging reflection on learning; Wikis; blogs for micropublishing; and online tests. An increase in the popularity of recorded lectures has also been noted (O'Callaghan, Neumann, Jones, & Creed, 2017).The popularity of social networks, such as Facebook and Twitter, in academe has increased. Yet, there is minimal empirical literature on faculty experiences with the educational use of social networks (Veletsianos & Kimmons, 2012). Among existing studies, Caldwell (2015) found that only 18% of professors used social network sites in their teaching, although almost 50% were willing to use these more extensively. Zakharov, Horton, Reid, Willis, and Attardo (2017) provided an explanation for the low frequency of social media use by exploring the experiences of 126 professors. They found that a variety of barriers exist to the use of social media in teaching: reliability, complexity, lack of support, inadequate professional development, time requirements, and legal issues. ProficiencyThe limited research on professor proficiency in teaching with technology shows that professors were more likely to use technology in their courses if they had a greater degree of confidence in their ability to use this (Howard & Mozejko, 2015). These researchers also found no significant differences between male and female professors in their level of confidence in their ability to use technology. Use of Personal Technology in ClassThere are no universally accepted guidelines that dictate the appropriate use of mobile technologies in class (Lindroth & Bergquist, 2010). This has resulted in a culture of uncertainty, in which neither professors nor students understand what constitutes the appropriate use of laptops and other mobile devices in class (Kay & Lauricella, 2011;Santos, Bocheco, & Habak, 2018).Some professors do not allow students to use their laptops and mobile technologies in class at all (Young, 2006). This has the potential to create conflict between professors and their students, since students indicated that being allowed to use their personal technologies in class was important (Alkahtani, Ahmad, Darmoul, Samman, Al-zabidi, & Matraf, 2016).Other professors choo...

The purpose of this investigation was to explore predictors and correlates of grades and intention to graduate among junior/community college and university students with visual impairments in Canada, and to compare students with low vision to students who are blind on variables related to academic success. In all, 66 junior/community college and university students with visual impairments (17 blind, 49 with low vision) in Canada completed an online questionnaire inquiring about grades, intention to graduate, and demographic, school-related, and personal aspects. Stepwise regression, discriminant, and correlational analyses of the data revealed that