Transitioning to Postsecondary: Supporting Persistence in Students with Learning Disabilities
Claire McCormack
Introduction
The transition to college may be a time of significant change and identity formation for students, particularly those just out of high school (Oehme et al., 2019; Peddigrew et al., 2022). Learners are exploring academic interests while simultaneously forming new social relationships during a time of increased independence (Bruehlman-Senecal et al., 2020; Lanctôt & Poulin, 2024; Oehme et al., 2019). For many students, their ability to graduate from college depends on their ability to persist through challenges.
Student Persistence, Self-Efficacy and Belonging
Student persistence, or the ability to persevere to post-secondary credential completion, is influenced by several factors (Tinto, 2017). These include self-efficacy, which is belief that one can succeed in a task, and sense of belonging, which is feeling valued as part of a community (Tinto, 2017).
Research has shown that many post-secondary students with learning disabilities lack self- efficacy, self-esteem and self-advocacy skills, which may impact their sense of belonging (Casali et al., 2024; Chatoor, 2021; Karasewich, 2024; Peddigrew et al., 2022). With an expectation of learner-led advocacy and decreased parental involvement, the transition to college is often more challenging for students with disabilities (Chatoor, 2021; McKenzie & Southey, 2024; Parsons et al., 2023).
Impact of Learning Disabilities on Post-Secondary Learners
Postsecondary institutions have seen a growing percentage of students with disabilities over the past decade (Karasewich, 2024; Parsons et al., 2023; Peddigrew et al., 2022). A recent report stated that 35% of responding university students self-reported a disability, which included invisible disabilities such as learning disabilities and mental health issues (Usher & Balfour, 2024). These increased numbers may be due in part to increased reporting rates for mental health concerns due to decreased stigma (Karasewich, 2024; Peddigrew et al., 2022).
According to Statistics Canada (2024), 9.2% of youth aged 15 to 24 years have a learning disability. Often considered hidden or invisible, learning disabilities are lifelong conditions that affect the way an individual processes, uses, and stores information (LDAO, 2025; Moriña, 2024). Students with learning disabilities are eligible for academic accommodations to support their learning, such as specialized technology tools or extended time for tests (Statistics Canada, 2024). However, they are statistically less likely to finish a postsecondary credential than students with no disability (Chatoor, 2021; Dong et al., 2023; Gadsden & Goegan, 2023; Karasewich, 2024; Lalor et al., 2020).
Lack of Knowledge as a Transition Barrier
Despite the availability of supports at the postsecondary level, many students with learning disabilities do not request the learning accommodations that they are eligible for and would benefit from (Dong et al., 2023; Lindsay et al., 2018; Moriña, 2024). This could affect their ability to persist, as implementing accommodations has been linked to higher graduation rates (Moriña, 2024). Persistence may be further impacted by the fact that students with learning disabilities are also at increased risk of mental health concerns (Casali et al., 2024; Peddigrew et al., 2022). The social and emotional stresses related to their transition to college compound these issues as students try to navigate their new academic setting independently (Peddigrew et al., 2022). A lack of knowledge can create both internal and external barriers that prevent learners from succeeding in their transition to post-secondary.
Watch Understanding Accommodations (RARC, 2018) [2:07]
Internal Knowledge Barriers
A student who does not fully understand their own learning disability could believe accommodations are unnecessary (Moriña, 2024; Peddigrew et al., 2022). Students may be unaware of available college services or not realize they need to self-identify to access accommodations (Chatoor, 2021; Moriña, 2024; Peddigrew et al., 2022). A student may lack a formal diagnosis or not be able to afford an updated psycho-educational assessment (Chatoor, 2021; Karasewich, 2024; McKenzie & Southey, 2024; Peddigrew et al., 2022). Many students also need to learn how to self-advocate for needed resources (Dong et al., 2023; McKenzie & Southey, 2024; Peddigrew et al., 2022).
Watch Fostering Self-Advocacy Skills for Students with LDs (LDatHome, 2025) [30:39]
External Knowledge Barriers
A lack of knowledge externally could also create barriers for students. If an educator lacks understanding about learning disabilities or accommodations, this may result in preconceptions or assumptions about a student’s abilities (Gadsden & Goegan, 2023). Previous negative experiences with peers or teachers cause some students with invisible disabilities not to self-identify because they want to fit in or belong (Dong et al., 2023; Moriña, 2024; Peddigrew et al., 2022). This stigma also makes some students reluctant to share personal information in a new academic setting to avoid being defined by their learning disability or have the legitimacy of their accommodations questioned by faculty or peers (Karasewich, 2024; Moriña, 2024; Peddigrew et al., 2022).
These knowledge gaps could impact academic success, which negatively affects student self-efficacy, sense of belonging, and ability to persist (Gadsden & Goegan, 2023). While postsecondary accessibility offices offer essential services for students with learning disabilities, all college employees have a responsibility to ask themselves how they can help address the transition barriers impacting these learners.
The Importance of Community Knowledge to Student Belonging
Students require support from their course community as well as their personal community in order to engage with learning and succeed academically (Borup et al., 2020; Dong et al., 2023; Moriña, 2024; Peddigrew et al., 2022). A course community includes faculty, peers, student advisors, academic coaches, and administrators since students often seek help from many of these individuals regardless of whether they disclose their disability (Lalor et al., 2020; Moriña, 2024). Educating faculty and staff about accommodations and learning disabilities to fill knowledge gaps and address stigma may result in a more inclusive learning environment that encourages student persistence (Lalor et al., 2020; Moriña, 2024; Peddigrew et al., 2022).
Recommended Tools to Develop Knowledge and Remove Barriers
Encouraging academic and social integration for learners with learning disabilities may be essential to student persistence (Dong et al., 2023). The following three learning goals may help college employees better support these students:
- Recognize the learner and any factors that impact their transition to college by developing a better understanding of learning disabilities and accommodations.
- Learn how to incorporate accessibility requirements into all educational materials.
- Understand how to create accessible learning environments.
Technology can be leveraged to fill knowledge gaps in these three areas, thereby addressing transition barriers and building a supportive course community for learners. The digital tools featured in the following sections are recommended starting points for college employees to achieve the learning goals outlined above.
1) Supporting the Transition to College: Understanding the Learner
Transition supports are one key to helping students with learning disabilities successfully adapt to college and develop self-efficacy (Dong et al., 2023; McKenzie & Southey, 2024; Parsons et al., 2023; Peddigrew et al., 2022). Without these supports, some students feel isolated, and struggle to connect with peers, staff and faculty (Dong et al., 2023; Tinto, 2017). Many colleges offer transition programming such as first-semester academic skills courses, coaches and peer mentoring (Dong et al., 2023).
Recommended Tool: The Transition Resource Guide (RARC, 2025)
In Ontario, a technology tool is available as another option to support students transitioning to post-secondary studies. The Transition Resource Guide (RARC, 2025) is a website created by the Regional Assessment and Resource Centre. This digital guide provides a comprehensive overview of how accessibility works at the postsecondary level, addresses frequently asked questions, and includes links to Ontario colleges and universities.
Watch Transition Resource Guide Introduction (RARC, 2021) [4:48]
Created as a resource for prospective students and their families, this site could also serve as a valuable learning tool for college employees seeking to better understand accessibility from the learner’s perspective. It outlines accessibility services including accommodations, and explains how common learning disabilities often present in a learning environment. Though this site provides high-level, introductory information only, it does include links to external sites such as LD@home (LDAO, 2025) to enable extended, in-depth learning.
The website also includes TRG Next, a set of four modules with workbooks and activities for students to complete as they prepare for college. These self-paced modules focus on strengths-based (rather than deficit-based) strategies to navigate change and cope with setbacks (Casali et al., 2024; McKenzie & Southey, 2024). They also emphasize the development of self- advocacy skills, an essential component for any transition program (McKenzie & Southey, 2024; Peddigrew et al., 2022). Student advisors could use these module resources to support students, particularly those in their first semester. The guide also profiles student stories in their own words, providing educators with insights into the student transition experience (Parsons et al., 2023).
2) Supporting the Transition to College: Creating Accessible Materials
Encouraging educators to develop an understanding of learning disabilities, their impact on learners, and how accommodations help level the playing field may reduce stigma and contribute to a more inclusive campus (Dong et al., 2023; Lalor et al., 2020; Peddigrew et al., 2022). Another way to support the creation of inclusive learning environments is to ensure course learning materials and institutional materials are compliant with Accessibility for Ontarians with Disabilities Act (AODA) standards.
How Accessible Materials Impact Belonging and Self-Efficacy
The need to discuss accommodations with multiple staff and faculty can be challenging for students (Lindsay et al., 2018; McKenzie & Southey, 2024). If all materials are accessible, students will feel supported as they will not need to continually self-advocate for access to learning materials that support how they learn (McKenzie & Southey, 2024). This may contribute to their sense of belonging while supporting learner self-efficacy as students are able to access the content to learn.
Watch The What, Why and How of Accessible Materials and Technologies (AEM Center, 2024) [13:34]
Recommended Tool: Post-Secondary Course Accessibility Guide (Zaza, 2024)
An online tool that can assist with accessible materials is the University of Waterloo Postsecondary Course Accessibility Guide & Reference Manual (Zaza, 2024). This guide assists faculty in assessing whether their course meets AODA accessibility requirements, covering everything from content and assessments to physical learning spaces. The linked reference manual provides guidance on criteria rationale and how to address any identified gaps, as well as examples of how this may impact students. The guide and reference manual are text-based, which may be challenging for some users. However, a video series is also available that complements the guide and illustrates ways to address accessibility in areas such as document preparation, group work and large classes (University of Waterloo, 2025).
3) Supporting the Transition to College: Learning Environments for All
Using the accessibility guide and reference manual along with the supplemental videos is an example of multiple means of representation, a core pillar of Universal Design for Learning (UDL) (CAST, 2025). UDL is a teaching and learning framework that minimizes barriers for learners through multiple means of engagement, representation and expression (CAST, 2025; Moriña et al., 2025).
Watch Universal Design for Learning (Helpful Professor Explains, 2024) [2:58]
UDL strategies such as flexible deadlines, exemplars and assessment choice may decrease the need for individualized accommodations, making the classroom a more inclusive space that does not risk centring out those with learning disabilities (Karasewich, 2024; Moriña et al., 2025). This proactive, student-centred approach also helps address the needs of students who are reluctant to disclose their learning disability or who do not have accommodations but would benefit from supports (Karasewich, 2024).
Key Considerations for UDL Implementation
It is important to note that UDL does not eliminate the need for all accommodations and variables such as type of class or faculty expertise may impact effectiveness (Moriña et al., 2025). Faculty with limited UDL knowledge would benefit from professional development in this topic, a worthwhile investment since UDL can improve student engagement, belonging, and persistence (Chatoor, 2021; Karasewich, 2024; Moriña et al., 2025; Tinto, 2017). Ongoing, quality UDL training that encourages collaboration and reflection is essential to minimize implementation challenges (Moriña et al., 2025). When done properly, UDL should improve accessibility, engagement and self-efficacy by allowing students to develop new skills while capitalizing on their strengths, experiences and interests, (Gadsden & Goegan, 2023). Research also suggests that UDL may reduce anxiety as students are able to demonstrate their learning in ways that best suits their needs (Moriña et al., 2025). This would benefit students with learning disabilities, since many struggle with anxiety because of their disability (Peddigrew et al., 2022).
Recommended Tool: UDL Online Module (MacPherson Institute, 2025)
As a starting point to learn about UDL, McMaster University offers an online 30-minute Introduction to UDL course (MacPherson Institute, 2025). Along with an overview of the UDL framework, the modules also provide clear examples of what the guidelines could look like in practice. For example, one suggestion in the module is to encourage students to experiment with read-aloud software or text-to-speech tools to support their reading and writing (MacPherson Institute, 2025). Since these strategies are often prescribed as accommodations, standardizing their use as wise practices for all learners could increase the sense of belonging for students using accommodations or benefit learners who have chosen not to disclose their learning disability (Casali et al., 2024; Karasewich, 2024; Lalor et al., 2020). However, implementing this as a practice would likely require additional training for most educators.
Recommended Tool: Open Educational Resource (Kearney, 2022)
For a more in-depth exploration of UDL, eCampus Ontario offers an open educational resource (OER) titled Universal Design for Learning (UDL) for Inclusivity, Diversity, Equity, and Accessibility (IDEA) (Kearney, 2022). This OER consists of six modules, each ranging from 90 to 120 minutes, that examine UDL in postsecondary environments, including legislative requirements and Indigenous perspectives (Kearney, 2022).
Final Thoughts
Watch Why Accessible Education Matters (U of G Library, 2025) [2:29]
Classrooms are enriched by having a diversity of learners and experiences, which means the college community benefits when all learners are set up for success (Gadsden & Goegan, 2023). However, barriers exist for many students with learning disabilities who are transitioning to college, impacting their engagement, self-efficacy, sense of belonging, and ability to persist. This is a concern since these students currently graduate at lower rates than their peers and earning a postsecondary credential may have lifelong economic impact (Lindsay et al., 2018).
Given the importance of community to student engagement (Borup et al., 2020), having knowledgeable and supportive faculty and staff who help address barriers such as stereotypes is essential. However, some college faculty and staff might benefit from professional development related to learning disabilities, accommodations and accessible practices (Lalor et al., 2020; Moriña, 2024). The digital tools introduced could serve as a starting point to ensure educators can better support these students by understanding the learner, creating accessible materials, and using UDL to design inclusive learning environments (McKenzie & Southey, 2024). These proactive and inclusive strategies may contribute to a successful transition to college due to improved learner self-efficacy and a sense of belonging (Casali et al., 2024; Gadsden & Goegan, 202; Lindsay et al., 2018; Parsons et al., 2023).
References
AEM Center. (2024, October 9). The What, Why and How of Accessible Materials and Technologies (Chapters 1–3) [Video]. National Center on Accessible Educational Materials. YouTube. https://www.youtube.com/watch?v=zAX8P3QlLM0&list=PLgtNP6aow70tW3-Ysh25rgSeFX5eIQOVJ&index=4
Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). Academic communities of engagement: An expansive lens for examining support structures in blended and online learning. Educational Technology Research and Development, 68(2), 807–832. https://doi.org/10.1007/s11423-020-09744-x
Bruehlman-Senecal, E., Hook, C. J., Pfeifer, J. H., FitzGerald, C., Davis, B., Delucchi, K. L., Haritatos, J., & Ramo, D. E. (2020). Smartphone app to address loneliness among college students: Pilot randomized controlled trial. JMIR Mental Health, 7(10), e21496–e21496. https://doi.org/10.2196/21496
Casali, N., Meneghetti, C., Tinti, C., Maria Re, A., Sini, B., Passolunghi, M. C., Valenti, A., Montesano, L., Pellegrino, G., & Carretti, B. (2024). Academic achievement and satisfaction among university students with specific learning disabilities: The roles of soft skills and study-related factors. Journal of Learning Disabilities, 57(1), 16–29. https://doi.org/10.1177/00222194221150786
CAST. (2025, June 3). The UDL Guidelines. The Center for Applied Special Technology. https://udlguidelines.cast.org/
Chatoor, K. (2021). Postsecondary credential attainment and labour market outcomes for Ontario students with disabilities. Toronto: Higher Education Quality Council of Ontario. https://heqco.ca/pub/postsecondary-credential-attainment-and-labour-market-outcomes-for-ontario-students-with-disabilities/
Dong, S., Harding, J., Pokorny, A., Sakowitz, L., & Ridgeway, L. S. (2023). An intervention program on assisting retention and transition for the first-year college students with disabilities. Journal of College Student Retention: Research, Theory & Practice, 0(0), 1–21. https://doi.org/10.1177/15210251231201341
Gadsden, A. D., & Goegan, L. D. (2023). Informing inclusive practice in postsecondary environments: Perspectives of postsecondary instructors with learning disabilities. The Canadian Journal for the Scholarship of Teaching and Learning, 14(2), 1–18. https://doi.org/10.5206/cjsotlrcacea.2023.2.8020
Helpful Professor Explains. (2024, May 12). Universal Design for Learning (Explained in 3 Minutes) [Video]. YouTube. https://www.youtube.com/watch?v=bHUgdrvqVuo
Karasewich, T. A. (2024). Accessibility in higher education. In M. E. Norris and S. M. Smith (Eds.), Leading the way: envisioning the future of higher education. Kingston, ON: Queen’s University, eCampus Ontario. https://ecampusontario.pressbooks.pub/futureofhighereducation/chapter/accessibility-in-higher-education/
Kearney, D.B. (2022). Universal design for learning (UDL) for inclusivity, diversity, equity, and accessibility (IDEA). eCampus Ontario. https://ecampusontario.pressbooks.pub/universaldesign/
Lalor, A. R., Madaus, J. W., & Newman, L. S. (2020). Leveraging campus collaboration to better serve all students with disabilities (practice brief). Journal of Postsecondary Education and Disability, 33(3), 249–255. https://files.eric.ed.gov/fulltext/EJ1280915.pdf
Lanctôt, J., & Poulin, F. (2024). Cumulative transitions in emerging adulthood: Portents of adjustment problems or a window for opportunities? Emerging Adulthood, 12(3), 275–289. https://doi.org/10.1177/21676968241234951
LDatHome. (2024, November 28). Fostering Self Advocacy Skills for Students with LDs [Video]. YouTube. https://youtu.be/3Q17zr6VKQ4?feature=shared&t=198
LDAO. (2025, June 10). LD@home – Our mission – Your success! Learning Disabilities Association of Ontario. https://www.ldathome.ca/
LDAO. (2025, June 10). What Are LDs? Learning Disabilities Association of Ontario. https://www.ldao.ca/introduction-to-ldsadhd/what-are-lds/
Lindsay, S., Cagliostro, E., & Carafa, G. (2018). A systematic review of barriers and facilitators of disability disclosure and accommodations for youth in postsecondary education. International Journal of Disability, Development, and Education, 65(5), 526–556. https://doi.org/10.1080/1034912X.2018.1430352
MacPherson Institute (2025, June 19). Universal design for learning. McMaster University. https://mi.mcmaster.ca/universal-design-for-learning/#tab-content-ov
McKenzie, C. & Southey, S. (2024). Barriers and facilitators to access to postsecondary education for students with learning disabilities: A narrative literature review. Canadian Journal of Disability Studies 13(3), 293–319. https://cjds.uwaterloo.ca/index.php/cjds/article/view/1172
Moriña, A. (2024). When what is unseen does not exist: Disclosure, barriers and supports for students with invisible disabilities in higher education. Disability & Society, 39(4), 914– 932. https://doi.org/10.1080/09687599.2022.2113038
Moriña, A., Carballo, R., & Doménech, A. (2025). Transforming higher education: A systematic review of faculty training in UDL and its benefits. Teaching in Higher Education, 1–18. https://doi.org/10.1080/13562517.2025.2465994
Oehme, K., Perko, A., Clark, J., Ray, E. C., Arpan, L., & Bradley, L. (2019). A trauma-informed approach to building college students’ resilience. Journal of Evidence-Based Social Work (2019), 16(1), 93–107. https://doi.org/10.1080/23761407.2018.1533503
Parsons, J., McColl, M.A., Martin, A., & Reynard, D. (2023). Transition and accommodation experiences of students with disabilities: A qualitative study. Journal of Postsecondary Education and Disability, 36(2), 179–192. https://files.eric.ed.gov/fulltext/EJ1434801.pdf
Peddigrew, E., McNamara, J., Andrews, N.C.Z, & Sendzik-Sinclair, S. (2022). Transitioning to postsecondary education with a learning disability: Identifying similarities and gaps between first-hand experiences and university transition programs. International Journal for Research in Learning Disabilities, 5(2), 55–69. https://doi.org/10.28987/ijrld.5.2.55
RARC. (2018, March 6). Understanding Accommodations [Video]. Regional Assessment and Resource Centre. YouTube. https://www.youtube.com/watch?v=rIraO7BL7UI
RARC. (2021, November 4). Transition Resource Guide (TRG) – Promotional Trailer [Video]. Regional Assessment and Resource Centre. YouTube. https://www.youtube.com/watch?v=cO1erZmk9Sk
RARC. (2025, May 23). Transition resource guide for students with disabilities. https://www.transitionresourceguide.ca/
Statistics Canada (2024). Learning Disabilities, 2022. Government of Canada. https://www150.statcan.gc.ca/n1/en/pub/11-627-m/11-627-m2024045-eng.pdf?st=rB9qpSOP
Tinto, V. (2017). Through the eyes of students. Journal of College Student Retention: Research, Theory & Practice, 19(3), 254–269. https://doi.org/10.1177/1521025115621917
U of G Library. (2025, June 13). Why Accessible Education Matters [Video]. YouTube. https://www.youtube.com/watch?v=ZHBbbr5jsHw
University of Waterloo. (2025). Enhancing accessibility in teaching and learning series [Video]. Centre for Teaching Excellence. YouTube. https://www.youtube.com/playlist?list=PL9L_CdHQFbv23eV_28mZjNPTzJG_EjWU9
Usher, A., & Balfour, J. (2024). The State of Postsecondary Education in Canada, 2024. Toronto: Higher Education Strategy Associates. https://higheredstrategy.com/wp-content/uploads/2024/09/2024-09-04_SPEC-2024_v1_Publications.pdf
Zaza, C. (2024). Postsecondary Course Accessibility Guide. University of Waterloo. https://contensis.uwaterloo.ca/sites/open/resources/accessibility-guide/pages/pca-guide-en.aspx. Licensed under CC-BY-NC-SA 4.0
