Making a Successful Transition from High School to College: A Model Program

  • Connie Dalke


Making a successful transition from high school to college may be difficult for all students. However, the ability to easily integrate oneself into new settings can be particularly troublesome for students with learning disabilities. For these students, the changes they face as they move from high school to college can be dramatic. Adjusting can be so overwhelming for students that they may, in fact, find themselves failing almost as soon as they have begun. Therefore, it is critical that support programs in higher education for students with learning disabilities (LDs) address the need that incoming students have for support in helping them realize a smooth and successful transition into college life.


High School Grade Point Average Learning Disability Transition Program Learn Disability 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. American College Testing Program. (1981). American College Test. Iowa City: Author.Google Scholar
  2. American College Testing. (1987). Discover System for College and Adults. Iowa City: Author.Google Scholar
  3. Cordoni, B., O’Donnell, J., Ramaniah, N.V., Kurtz, J., & Rosenshein, K. (1981). Wechsler adult intelligence score patterns for learning disabled young adults. Journal of Learning Disabilities, 14(7), 404–407.PubMedCrossRefGoogle Scholar
  4. Dalke, C. (1988). Woodcock-Johnson Psycho-Educational Test Battery profiles: A comparative study of college freshmen with and without learning disabilities. Journal of Learning Disabilities, 21(9), 567–570.PubMedCrossRefGoogle Scholar
  5. Dalke, C., & Schmitt, S. (1987). Meeting the transition needs of college-bound students with learning disabilities. Journal of Learning Disabilities, 20(3), 176–180.PubMedCrossRefGoogle Scholar
  6. Gajar, A.H. (1989). A computer analysis of written language variables and a comparison of compositions written by university students with and without learning disabilities. Journal of Learning Disabilities, 22(2), 125–130.PubMedCrossRefGoogle Scholar
  7. Ganschow, L., & Sparks, R. (1986). Learning disabilities and foreign-language difficulties: Deficits in listening skills? Reading, Writing, and Learning Disabilities, 2(4), 305–319.CrossRefGoogle Scholar
  8. Goldhammer, R. (1990, Fall). I-PLAN: Implications for teaching self-advocay skills to college students with learning disabilities. Latest Developments, 2–5. Association on Handicapped Student Service Programs in Postsecondary Education.Google Scholar
  9. Haig, J.M., & Patterson, B.H. (1980, March). An overview of adult learning disabilities. Paper presented at the Annual Meeting of the Western College Reading Association, San Francisco.Google Scholar
  10. Hansen, J.C., & Campbell, D.P. (1985). Strong Vocational Interest Blank-Strong-Campbell Interest Inventory (4th Ed.). Stanford, CA: Stanford University Press.Google Scholar
  11. Hughes, C.A., & Smith, J.O. (1990). Cognitive and academic performance of college students with learning disabilities: A synthesis of the literature. Learning Disability Quarterly, 13(1), 66–79.CrossRefGoogle Scholar
  12. Ingram, C.F., & Dettenmaier, L. (1987). LD college students and reading problems. Academic Therapy, 22(5), 513–518.Google Scholar
  13. Kahn, M.S. (1980). The learning problems of the secondary and junior college learning disabled student: Suggested remedies. Journal of Learning Disabilities, 13(8), 445–449.PubMedCrossRefGoogle Scholar
  14. Knapp, R.R., & Knapp, L. (1976). Career Ability Placement Survey. San Diego, CA: EdITS/Educational and Industrial Testing Service.Google Scholar
  15. Knapp, R.R., & Knapp, L. (1981). Career Orientation Placement and Evaluation Survey. San Diego, CA: EdITS/Educational and Industrial Testing Service.Google Scholar
  16. Knapp, R.R., & Knapp, L. (1984). Career Occupational Preference System. San Diego, CA: EdITS/Educational and Industrial Testing Service.Google Scholar
  17. Ness, J. (1990). Essential skills in the transition process. LD Forum, 15(2), 22–23.Google Scholar
  18. Peterson, J. (1989). Self-concept and locus of control orientations of college freshmen with and without learning disabilities. Unpublished master’s thesis, University of Wisconsin-Whitewater.Google Scholar
  19. Van Reusen, A.K., Bos, C.S., Deshler, D.D., & Schumaker, J.B. (1987). The education planning strategy. Lawrence, KS: Edge Enterprises.Google Scholar
  20. Vogel, S. (1985). Syntactic complexity in written expression of college writers. Annals of Dyslexia, 35, 137–157.CrossRefGoogle Scholar
  21. Vogel, S., & Moran, M. (1982). Written language disorders in learning disabled college students: A preliminary report. In W. Cruickshank & J. Lerner (Eds.), Coming of age: The best of ACLD 1982 (Vol. 3). Syracuse, NY: Syracuse University Press.Google Scholar
  22. Wechsler, D. (1974). Wechsler Intelligence Scale for Children-Revised. Psychological Corporation.Google Scholar
  23. Wechsler, D. (1981). Wechsler Adult Intelligence Scale-Revised. San Antonio, TX: Psychological Corporation.Google Scholar
  24. Woodcock, R., & Johnson, M.B. (1977). Woodcock-Johnson Psycho-Educational Test Battery. Allen, TX: DLM Teaching Resources.Google Scholar

Copyright information

© Springer-Verlag New York, Inc. 1993

Authors and Affiliations

  • Connie Dalke

There are no affiliations available

Personalised recommendations