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.