This article focuses on the four primary issues that directly affect service delivery to students with learning disabilities in postsecondary settings, including (a) How are high school and post-secondary settings different? (b) How are eligibility and access determined? (c) How are reasonable accommodations determined? and (d) How can the independence level of college students with learning disabilities be fostered? Each of these issues will be discussed within the context of the student's transition from high school, where Public Law 94-142 is in effect, to college, where Section 504 of the Rehabilitation Act of 1973 applies.

The key components of a college-based self-advocacy curriculum for students with LD

Past, present, and future concerns regarding the definition of learning disabilities (LD) are documented. Research on efforts to clarify the LD label is discussed, with a focus on the questionable utility of the discrepancy model. Finally, an approach to operationalizing the NJCLD definition of LD is presented and applied.

In the virtual learning community of distance education, instructors must take into account the increased diversity of learners when determining assessment practices, test formats, and assessment strategies. This article highlights some of the defining characteristics of distance education courses and their impact on traditional assessment practices for instructors and students, including those with learning disabilities. Current diagnostic procedures, and psychoeducational reports in particular, typically offer little or no guidance on how to effectively assess students with learning disabilities in distance education courses. Understanding the interface between a technologically mediated environment and the cognitive processes involved in learning paves the way for more effective assessment of performance and more relevant evaluation reports for students with learning disabilities. The implications for adapting traditional test accommodations are also discussed.