LAUSR

ABSTRACT In this descriptive study, the academic success (graduation rate, graduating grade-point-average, semesters to graduation) and the patterns of academic engagement (time from first to last enrollment, characteristics of the “time-outs” taken, between-semester volatility in grade-point-average) for five groups of students with psychiatric disabilities were compared with each other and compared with students with learning disabilities and with students from the regular student body. The results show that students with learning disabilities and those from the regular student body are the most successful followed by students with anxiety or depression and finally, those with bipolar disorder, dual anxiety/depression, or psychosis and/or schizophrenia. It is hypothesized that students with psychiatric disabilities experience barriers emanating from the self-advocacy model used in disability services offices, from a failure to respond to the unique learning profiles of these students, and from the highly structured environment of post-secondary institutions. Recommendations for reducing the negative impact of the barriers are presented.