We tested the ability of Ajzen's Theory of Planned Behavior (TPB) model to predict intention to graduate among Canadian and Israeli students with and without a learning disability / attention deficit hyperactivity disorder (LD/ADHD). Results based on 1486 postsecondary students show that the model's predictors (i.e., attitude, subjective norms, perceived behavioral control related to graduation) predicted between 32% and 59% of the variability in intention to graduate. Gender made a minor contribution to the prediction equation and age was unrelated. This suggests that our TPB measure, included in Table 1, is valid for diverse samples and countries. It can be used as a quick, inexpensive way to predict intention to graduate and, as shown by previous investigations, actual graduation rates. Thus, strengthening the three predictors may result in higher graduation rates.

Objective: To examine similarities and differences among college/university students with ADHD, LD, and comorbid ADHD and LD on variables related to academic performance. Method: Students who self-reported ADHD (n=42), LD (n=72), or comorbid ADHD and LD (n=42), completed an online questionnaire which evaluated grades, parental education, course and social self-efficacy, and personal and school related obstacles and facilitators. Results: Students with ADHD (with or without comorbidity) reported the worst grades, personal situations (e.g., study habits, personal motivation), and course-related self-efficacy (e.g., time management, keeping up-to-date with school work). The single exception was that students with ADHD had more confidence in understanding textbooks than students with LD. Comorbid ADHD and LD sometimes led to worse outcomes than LD or ADHD alone. Conclusion: The common practice of combining all three groups, "LD and/or ADHD", should be avoided. Suggestions are made about what could be done to help students with ADHD.

Employment prospects for junior/community college graduates with disabilities seem to be quite positive.

We interviewed 58 experts (30 in French, 28 in English) about potentially useful information and communication technologies (ICTs) for Québec college students with a learning disability (LD) and evaluated whether college students with an LD (n = 74), in fact, used these. We also compared ICT use, learning opportunities, and attitudes among three groups of students from Montreal area French and English language colleges: (1) students with an LD, and (2) students who, based on a reading comprehension test, were categorized as adequate readers (approximately top 50%) or (3) very poor readers (approximately bottom 20%). Results indicate important discrepancies between the views of the experts and the realities of students with LDs. Moreover, students with an LD use significantly fewer different types of ICTs than those without an LD.

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