Students with learning disabilities (LD) transitioning from secondary school to postsecondary education must submit documentation verifying the existence of a disability and that describes a current and substantial limitation to learning. Preparing acceptable documentation can be a challenge for secondary personnel because of differing laws at the secondary and postsecondary levels and because of variation in the type of data required by each school. This study presents the results of a survey of 183 postsecondary disability service providers related to frequently required components of LD documentation. Although a clear diagnosis of LD was required by most respondents, there was variation in regard to other key components. Implications and suggestions for secondary transition practice are presented.

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Two relatively common disabilities reported by college students are attentiondeficit/hyperactivity disorder (ADHD) and learning disabilities (LD). Many questions remain regarding how best to support these students and whether services such as advising, coaching, and tutoring lead to significant academic gains. The current study examined the effect of support services on the GPA of students with LD and/or ADHD at a campus that specifically serves this population by tracking students' support service usage and GPAs over a 5-year period. Results indicate that although most students who choose to receive coaching support experience academic gains, it is students with ADHD who obtain the greatest gains in GPA as a result of this support. Additionally, although tutoring can be of benefit to all students, significant GPA gains were obtained only for students with an LD diagnosis. Thus, there is a need to provide targeted supports aimed at addressing students' specific areas of challenge.

Student affairs professionals have an opportunity to promote active student engagement and improve the experiences of students with disabilities by embracing a collaborative and inclusive model of practice.

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