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Abstract

Laws such as the Individuals with Disabilities Act (IDEA), Americans with Disabilities Act (ADA), Americans with Disabilities Act Amendments Act (Amendments Act), and Section 504 of the Rehabilitation Act of 1973 (Section 504) govern the responsibilities of both secondary schools and postsecondary institutions in regards to students with learning disabilities. With an approximate 34.5% of students with learning disabilities in secondary schools within the United States transitioning into higher education in 2005, the transition from secondary school to a college or university can be a time full of stress, new experiences, and confusion for students with learning disabilities. The purpose of this literature review was to determine what factors lead some first-year students with documented learning disabilities to not seek reasonable academic accommodations from an institution’s disability services office. Research indicated that approximately 11% of students enrolled at postsecondary institutions have disclosed having a disability to their institution. Prior to leaving a secondary school, developing proper transition skills, such as self-advocacy or self-determination, are critical for a successful transition. To enhance the transition process, secondary schools and postsecondary institutions should work together to educate students and their families on the student responsibilities for being eligible to receive academic accommodations. Through the collaboration and the development of transition skills, students with learning disabilities will be more likely to seek services and be more academically successful.

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