Although increasing numbers of students with disabilities are attending college, they graduate at lower rates compared to students without disabilities. In order to understand how to effectively prepare students with disabilities and provide meaningful support to college students with disabilities, we investigated the experiences of students registered with the disability service office at a public university located in the eastern region of the U.S. to learn about (a) the degree to which they felt prepared to enter college, (b) the disability-related services they received in college, (c) their perspectives of services received, (d) suggestions for improving services, and (e) their perspectives family involvement in college. We report mixed-methods findings from participants and provide implications for policy and practice.

The rate of college students with disabilities and cooccurring mental health disorders (D/MH) is steadily increasing across the U.S. However, despite available services and supports, the outcomes of these students lag behind their peers without D/MH. Further, little is known about the needs of students with D/MH, including barriers they experience and strategies or resources they find helpful. Therefore, the purpose of this study was to explore the experiences of nine diverse college students with D/MH attending a public university, including how the complexities associated with D/MH effected their lives and strategies they used that supported their well-being, via indepth interviews and focus groups. Implications for practice and future research are discussed.

Register online at SAGE Journals and start receiving… New Content Alerts • Receive table of contents alerts when a new issue is published. • Receive alerts when forthcoming articles are published online before they are scheduled to appear in print (OnlineFirst articles). Announcements • Receive need-to-know information about a journal such as calls for papers, special issue notices, and events. Search Alerts • Create custom search alerts based on recent search keywords or terms.

It is important for special educators to have a strong repertoire of diagnostic methods to determine how well students with high-incidence disabilities are accessing, reading, and remembering content from textbooks used in their middle and high school classes. Suggestions for using the diagnostic information to guide specialized instruction responsive to the students’ needs are identified.

No abstract