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

Allyson G. Harrison, Shaljan Areepattamannil, John Freeman

Abstract


This study examined the effects of participation in the Learning Opportunities Task Force (LOTF) programs on postsecondary students with learning disabilities (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 participants reported that participation in the LOTF program contributed significantly to their academic success and would participate again in such a program. Intensive 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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