Learning Disabled Students at a Highly Selective Liberal Arts College: How They Make it Work

Though learning disabled students have become increasingly present in selective postsecondary institutions, very little is known about who they are or how they cope with academic challenges. This study found that the learning disabled students attending this highly selective university had particularly high verbal capabilities despite having deficits in working memory and processing speed. These students seemed to manage their academic challenges by making global accommodations such as selecting manageable course loads or allocating extra time for academic work, as opposed to choosing other, more specific strategies, the use of which varied greatly from person to person. Data is also presented on the association between strategy use and the students? cognitive deficits that may help inform later research.