Abstract

Students with special needs encounter significant challenges that affect their development, social mobility, and ability to achieve personal and professional goals. Despite efforts to improve post-secondary education outcomes, enrollment rates among students with learning disabilities remain below average. This study examined the experiences of first-year college students with mild to moderate cognitive impairments to gain a deeper understanding of the barriers to degree completion. It examines mandatory education, California's special education laws, social support systems, and the theoretical frameworks of Tinto's theory on retention, Wahlberg's theory of academic achievement, and Astin’s scholarly roles theory. Interviews with 25 students with disabilities (SWDs) from a sample college revealed that resilience helped them navigate secondary school challenges more effectively than those in college. Inclusive public education emerged as a critical factor in providing equal opportunities for students with disabilities. Additionally, participants highlighted the positive impact of social support in secondary schools on their academic success. The findings emphasized the need for enhanced social and educational resources, inclusive learning environments, and improved access to technology in higher educational institutions to support SWDs in achieving their academic goals.

Library of Congress Subject Headings

Students with disabilities —Education (Higher)—California; College students with disabilities—Social conditions

Date of Award

2025

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Ebony Cain

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