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Undergraduate Admission Policies, Practices, and Procedures for Applicants with Learning Disabilities

Stephen A. Spillane earned his PhD at The University of Connecticut and is currently the coordinator of services for students with learning disabilities at Norwalk Community College. His research interests include learning strategy instruction across secondary, postsecondary, and employment settings. He has expertise in post-secondary learning disability programming.

Joan M. McGuire

Joan M. McGuire received her PhD from The University of Connecticut and is an assistant professor of special education and director of the University of Connecticut's program for students with learning disabilities. She also directs the Connecticut Postsecondary Learning Disability Technical Assistance Center. She has expertise in the areas of program development, evaluation, and administration.

Kay A. Norlander

Kay A. Norlander earned her PhD at The University of Connecticut and is currently an assistant professor of special education and coordinator of the undergraduate program in special education at The University of Connecticut. Dr. Norlander's research interests include assessment and characteristics of students with learning disabilities, as well as restructuring of teacher preparation programs. Address: Stephen A. Spillane, Norwalk Community College, 188 Richards Ave., Norwalk, CT 06854--1655.

This study examined (a) the academic and nonacademic criteria used by admission personnel to determine the eligibility of undergraduate applicants with learning disabilities, (b) agreement of criteria used by institutions of varying competitiveness, and (c) the frequency with which admission personnel conduct validity studies on these criteria. A nonrandom sample consisting of 66 state universities and colleges in the Northeast was surveyed. The results suggest that the academic and nonacademic criteria employed are similar to those employed for applicants without learning disabilities, the criteria used by different types of institutions differ significantly, and admission personnel do not conduct validity studies. Further clarification and validation of admission criteria appears warranted.

Journal of Learning Disabilities, Vol. 25, No. 10, 665-670 (1992)
DOI: 10.1177/002221949202501006


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