Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Executive Leadership

First Supervisor

Byron Hargrove

Second Supervisor

Carol Alleyne


Although the types and availability of academic support services for college students with disabilities have greatly increased, there continues to be a lack of empirical research documenting the perceptions of college students with learning disabilities concerning appropriateness and effectiveness of support service. The mixed-method case study focused on exploring one disability support program offered at a private college from three perspectives – a student, the director (creator of the Program), and part-time staff member. The scope of the case study focused on perceptions of the classroom accommodations and disability support services as well as an examination of the retention and completion rates comparing SLD Program students and non-SLD Program undergraduate student outcomes. The SLD Program interviews revealed the importance of the program concerning students’ overall growth in confidence and self-advocacy. Both participating program personnel reported the value of using the “Pulse pen” assistive technology by some students. SLD Program personnel interviewed shared the need to hire more staff for tutoring and the management of student weekly support services. In addition to more program staff training for enrolled students within the SLD Program with autism spectrum disorder and increased program salaries to attract possible new hires. Findings revealed the SLD Program had higher retention rates in comparison to the mainstream study group percentage and female enrollment surpassed male students within the SLD Program. Implications and recommendations for growth within the SLD Program and other similar programs are discussed.

Included in

Education Commons