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Cited by 16Disability Education and EmploymentHigher Education Research StudiesInclusion and Disability in Education and Sport

Effects of the Learning Opportunities Task Force (LOTF) Programs on Postsecondary Students with Learning Disabilities

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Harrison, Allyson G, Areepattamannil, Shaljan, Freeman, John·2012·Exceptionality Education International
DOI 10.5206/eei.v22i1.7688
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Abstract

This study examined the effects of participation in the Learning Opportunities Task Force (LOTF) programs on postsecondary students with learning disabili-ties (LDs). Data regarding 969 students from 6 colleges and 4 universities in Ontario were evaluated to investigate rates of academic success and increased self-awareness. Participants had a significantly lower rate of failure or drop out compared with the national average. Comparison of pre- and post-participation data from 450 of these students demonstrated improved understanding of their own LD, ability to explain their disability to others, and ability to self-advocate following participation in the LOTF programs. Overall, the majority of partici-pants reported that participation in the LOTF program contributed significantly to their academic success and would participate again in such a program. Inten-sive learning supports during the first year of postsecondary studies like those provided by LOTF may increase retention rates and improve key skills for those with LD.

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  • In one comprehensive support programme, students had zero dropout rate and a lower failure rate than the national average.

    “In one such programme, students had zero dropout rate and a lower failure rate than the national average”

    From A rapid review of supports for neurodivergent students in higher education. Implications for research and practice (2024) · cites this paper as Harrison et al., 2012

    The ‘Status at Time of Departure from LOTF Program’ section reports zero dropouts in the university-based programs, but 10.7% of college participants dropped out. It compares dropout rates—not failure rates—with national averages. Thus the claim extends the zero-dropout finding to all participants and changes the measure used for the national comparison; page numbers are unavailable in our copy. (LLM, conf=0.89)

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  • Because there was no control group, it is impossible to establish whether dropout and failure variables had been affected by the intervention.

    “however, there was no control group so it is impossible to establish whether these two variables had been affected by the intervention (Harrison et al., 2012).”

    From A rapid review of supports for neurodivergent students in higher education. Implications for research and practice (2024) · cites this paper as Harrison et al., 2012

  • Most participants reported that the programme contributed to their academic success and helped them better understand their LD, explain them to others and advocate for themselves.

    “Nevertheless, most participants reported that the programme contributed to their academic success and helped them better understand their LD, explain them to others and advocate for themselves.”

    From A rapid review of supports for neurodivergent students in higher education. Implications for research and practice (2024) · cites this paper as Harrison et al., 2012

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Cites

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1 of the 45 references couldn’t be matched to a known paper.

Research works printed but not linked: 5

  1. College Committee on Disability Issues. (2004). CCDI submission to the Postsecondary Review. Retrieved from http://www.disabilityissues.ca/english/link_doc/review_docs/Rae_Review_submission_for _CCDI _final.doc
  2. Gerber, P. (1998). Characteristics of adults with specific learning disabilities. In B. K. Lenz, N. A. Sturomski, & M. A. Corley (Eds.), Serving adults with learning disabilities: Implications for effective practice (n.p.). Washington, DC: U.S. Department of Education.
  3. Kovach, K., & Wilgosh, L. R. (1999). Learning and study strategies and performance anxiety in postsecondary students with learning disabilities: A preliminary study. Developmental Disabilities Bulletin, 27(1), 47- 57.
  4. Martin, M. M., Cayanus, J. L., Weber, K., & Goodboy, A. K. (2006). College students' stress and its impact on their motivation and communication with their instructors. In M. V. Landow (Ed.), Stress and mental health of college students (pp. 149-169). Hauppauge, NY: Nova Science.
  5. Price, L. A., Gerber, P. J., & Shessel, I. (2002). Adults with learning disabilities and employment: A Canadian perspective. Thalamus: The Journal of the International Academy for Research in Learning Disabilities, 20, 29-40. Retrieved from http://www.iarld.com/?page_id=39

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Authors
Harrison, A. G., Areepattamannil, S., & Freeman, J.
Affiliations
  • Queen's University (CA)
  • Nanyang Technological University (SG)
ORCID
Venue
Exceptionality Education International
Publisher
University of Western Ontario, Western Libraries
Published
2012-01-01
Volume
22
Issue
1
ISSN
  • 1183-322X (ISSN-L)
  • 1918-5227
DOI
10.5206/eei.v22i1.7688
OpenAlex
W182126215
Cited by
16
References
45
Citations by year
2025: 1 · 2024: 1 · 2023: 1 · 2021: 3 · 2020: 1 · 2018: 1 · 2017: 1 · 2016: 3 · 2015: 1 · 2014: 3
FWCI
3.33
Type
journal article
Language
en
Open access
Licence
cc-by-nc
Locations
  • Exceptionality Education International (publishedVersion, cc-by-nc)
  • Scholarship@Western (Western University) (submittedVersion, cc-by-nc)
Topics
  • Social Sciences › Safety Research › Disability Education and Employment
  • Social Sciences › Education › Higher Education Research Studies
  • Social Sciences › Sociology and Political Science › Inclusion and Disability in Education and Sport
Keywords
learning disabilities, postsecondary students, academic performance, student retention, dropout rates, self-awareness, self-advocacy, disability disclosure, learning support, transition to postsecondary education

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