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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

271
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Intellectual Disability01:29

Intellectual Disability

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Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
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Oppositional Defiant Disorder01:30

Oppositional Defiant Disorder

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A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
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Cognitive Development During Adulthood01:30

Cognitive Development During Adulthood

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Cognitive development continues throughout adulthood, undergoing significant shifts across early, middle, and late stages. Individual transition occurs from adolescent idealism to pragmatic and adaptable thinking in early adulthood. During this period, individuals learn to integrate personal beliefs with the recognition that other perspectives are equally valid. Exposure to the complexities of modern society, diverse experiences, and higher education contribute to this adaptive thought process,...
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Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

289
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
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Modeling in Therapy01:26

Modeling in Therapy

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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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College Outcomes for Young Adults With and Without Learning Disabilities and ADHD: Formal-Disability-Programming and

Dara Shifrer1, Rachel Springer1, Hannah Sean Ellefritz1

  • 1Department of Sociology, Portland State University, Portland, OR, USA.

The Journal of Higher Education
|August 26, 2025
PubMed
Summary

Formal disability programs may hinder college enrollment for students with learning disabilities or ADHD. However, informal supports significantly boost college access and persistence, improving future adult outcomes.

Keywords:
ADHDeducational attainmenthigher educationinformal-disability-supportslearning disabilitiessocial model of disability

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Area of Science:

  • Disability Studies
  • Higher Education Research
  • Educational Psychology

Background:

  • Disability status significantly impacts college outcomes and adult life trajectories.
  • Increasing numbers of college students have learning disabilities or ADHD, necessitating effective support strategies.

Purpose of the Study:

  • To investigate the differential effects of formal and informal disability support systems on college enrollment and persistence.
  • To examine how high school special education participation influences college outcomes for students with learning disabilities or ADHD.

Main Methods:

  • Analysis of data from nearly 17,000 young adults in the US who finished high school around 2013.
  • Integration of social and medical models of disability to understand student experiences.
  • Statistical analysis accounting for sociodemographic factors and prior academic achievement.

Main Results:

  • Formal disability programming showed a negative association with college enrollment but no significant impact on persistence.
  • Students with learning disabilities/ADHD who received high school special education were less likely to enroll in college.
  • Informal disability supports demonstrated a consistent positive relationship with both college enrollment and persistence.

Conclusions:

  • Informal supports are crucial for enhancing college access and success for students with disabilities.
  • Formal programming may inadvertently create barriers to college entry for some students.
  • Targeted informal supports can improve educational equity and adult outcomes for students with learning disabilities and/or ADHD.