Journal of Postsecondary Education and Disability, 25(2), 145 - 159 145 Reasons University Students with a Learning Disability Wait to Seek Disability Services Kirsten L. Lightner Deborah Kipps-Vaughan Timothy Schulte Ashton D. Trice James Madison University Abstract We interviewed 42 students with a learning disability attending a large competitive state university about their rea- sons for seeking disability services (DS) when they did and their transition services in high school. Students who sought services earlier performed better academically than students who postponed seeking services. All but eight students first sought services in response to academic crises. Students who were more proactive received more college transition services in high school, while students who sought services later reported limited knowledge as a barrier to seeking services. A highly scheduled freshmen year, a general feeling that things were going well, and a desire to forge an identity free of a disability were also reasons given for postponing services. Implications for transition services at the high school and postsecondary levels are discussed. Keywords: Transition, college, learning disabilities, disability services, and disclosure The number of high school graduates with learning the NLTS-2, only 35.5% of postsecondary students with disabilities (LD) going on to higher education has tripled LD considered themselves to have a disability and had in the last two decades. For example, a comparison of informed their institution of it. A majority (56.7%) did the National Longitudinal Transition Study (NLTS) not consider themselves to have a disability, while 7.8% and NLTS-2 found that the percentage of high school thought they had a disability but chose not to inform their graduates with LD who matriculate to postsecondary schools (Newman et al., 2009). education within four years of graduation had risen from A variety of suggestions has been presented in the 11.4% in 1990 to 34.5% in 2005 (Newman et al., 2010). literature for the decision not to seek services, many Despite increasing enrollment, the success of these stu- of which revolve around issues of stigma. While is- dents has been limited (Gordon, Lewandowski, Murphy, sues related to stigma are complex, they often involve & Dempsey, 2002; National Council on Disability, 2003; interpersonal and intrapersonal aspects of feeling Palombi, 2000). Nationally, college students with LD misunderstood. Self-misunderstanding (intrapersonal) have a dropout rate near 70%, and compared to peers often manifests as beliefs of being ‘stupid’ (Cawthorn without disabilities, obtain lower GPAs, are more likely & Cole, 2010; Ferri, Connor, Solis, Valle, & Volpitta, to take leaves of absence, and tend to change to easier 2005; Trammell & Hathaway, 2007) or experiencing programs that prepare them for less lucrative careers the imposter phenomenon, which entails feeling inad- (Anctil, Ishikawa, & Scott, 2008; Henderson, 1999; equate as a college student (Shessel & Reiff, 1999). Horn & Berktold, 1999; Murray, Goldstein, Nourse, & Interpersonal misunderstanding is also an important Edgar, 2000; Newman et al., 2010). aspect of why students may delay or choose not to Prominent among reasons proposed for this lack of disclose their disability. For example, students with success is the decision by students with LD not to disclose LD indicate that they fear faculty will believe them their disability to college personnel to receive services. In incapable of work in a course or major if they dis- 146 Journal of Postsecondary Education and Disability, 25(2) close their disability (Denhart, 2008) and that peers Using a mixed methods approach, the present study may view them as less intellectually able or trying to examined the narratives of students with LD regarding “cheat” through the use of accommodations (May & their decisions to seek disability services early or later Stone, 2010). in their college careers. The fi rst part of the interview, In addition to issues of stigma, other authors (Val- in which student narratives were obtained through open entine, Hirschy, & Bremer, 2009) have reviewed the ended questions, addressed two research questions. value of transition services in high school. Transition First, why did students postpone seeking services from services as outlined in IDEA (2004) Section 300.29 the Offi ce of Disability Services (ODS)? Second, what are intended to include a coordinated set of activities were the precipitating causes for students seeking ser- implemented by a transition team composed of stu- vices when they did? Quantitative data were gathered dents, parents, special education and general education in the second part of the interview to address the third teachers, other school personnel, and representatives research question: What kinds of preparation, formal from other service agencies. A student’s transition plan transition services, and knowledge of disability regula- goals are to be developed by age 16, reviewed annu- tions impacted their decision to seek or postpone seeking ally, and include potential postsecondary education disability services? We expected to fi nd that those who goals. Transition services are also designed to prepare disclosed their disability and sought disability services students for self-advocacy and self-monitoring skills earlier would report more preparation for college in they will need in college (Joyce & Rossen, 2006). general, have more specifi c knowledge about their own Studies suggest, however, that many such services fall disability status, and express less concern about stigma short in their preparation for postsecondary education. than those who postponed seeking services. For example, Janiga and Costenbader (2002) found that university disability services coordinators were Method unsatisfi ed with both general information students had received about differences between high school Participants and college (e.g., differences in class size, instruc- Forty-two students who had received IDEA servic- tional and testing methods) and in areas specifi c to es for a specifi c learning disability while in secondary students with disabilities (e.g., self-advocacy skills, school were interviewed during the spring semester at information about their own strengths and weaknesses, a competitive admissions (mean combined SAT scores and participation in developing their transition IEP). = 1150) state university of 19,000 students. There were Similarly, Schreiner (2007) found that high school 23 men and 19 women in the sample, including 15 seniors about to transition to postsecondary education second year students, 14 third year students, and 13 had great diffi culty providing examples of how their fourth year students. Students were recruited through specifi c strengths and weaknesses might affect their three procedures: an e-mail soliciting participation performance in college. from those registered with the ODS (N = 14), recruit- In summary, the literature has identifi ed several ment of students taking an Introduction to Psychology important issues that contribute to a student’s decision course (N = 11), and from those volunteering in a peer about whether and when to seek services at the col- mentoring program (N = 17). The diagnosis of a learn- lege level. While this decision is complex and highly ing disability and time of initial contact with the ODS individualized, key issues related to stigma, knowledge were confi rmed confi dentially by ODS staff. Table of one’s disability, and quality of transition services 1 provides a description of participant demographics appear to be critical. In an effort to understand what including their year in college, recruitment source, infl uences the decision to seek services at a particular diagnosis and co-morbidity, semester when they fi rst time, we conducted interviews with a group of students disclosed, and precipitating event for disclosure. with LD in order to explore their reasons for fi rst seeking services as well as reasons for not seeking Procedure services earlier. We also asked a number of questions Students individually participated in a semi-struc- regarding their high school preparation for the transi- tured interview using questions that were developed tion to college. from a phenomenological perspective (Bogdan & Biklen, 2003; Patton, 2002). The interview protocol Lightner, Kipps-Vaughan, Schulte, & Trice; Waiting to Seek Disability Services 147 Table 1 Participant Demographics Semester #Sex Year Source Diagnosis Co-Morbid Arrived Event 1M 2nd ODS Read Summer -- 2M 2nd ODS Rd/Wr ADHD Soph1 Prob 3M 2nd ODS Math Late Fresh 1 GPA* 4M 2nd Psych Read Depress Early Fresh 1 -- 5M 2nd Psych Proc Soph 1 Time 6M 3rd ODS Reading Soph 1 Prob 7M 3rd ODS Memory Soph 2 GPA 8M 3rd ODS Read ADHD Junior 1 Prob 9M 3rd Psych Mem Junior 1 Prob 10M 3rd MENT Math Fresh 2 F-test 11M 3rd MENT Writ Junior 1 F-test# 12M 3rd MENT Mem ADHD Fresh 2 GPA 13M 3rd MENT VisProc Junior 1 Time 14M 3rd MENT Read TBI Fresh 2 F-test 15M 4th ODS Writing Junior 2 Prob 16M 4th ODS Writ Late Fresh 1 F-test 17M 4th MENT Re/Wr Anxiety Junior 2 F-test# 18M 4th MENT Math Fresh 2 GPA 19M 4th MENT Memory Summer -- 20M 4th MENT Math Soph 1 Prob 21M 4th MENT Re/Wr ADHD Soph 2 GPA 22M 4th MENT Writ Junior 1 GPA@ 23M 4th MENT Read Fresh 2 GPA 24M 2nd ODS Read Soph 1 F-test 25M 2nd ODS Read Fresh 2 GPA 26M 2nd PSY Writ Depress Summer -- 27M 2nd PSY Math Soph 1 GPA 28M 2nd PSY Process Early Fresh 1 -- 29M 2nd PSY Read Depress Fresh 2 GPA 30M 2nd PSY Read Late Fresh 1 F-test 31M 2nd PSY Read Anxiety Soph 1 GPA^ 32M 2nd MENT Writ ADHD Soph 1 Prob 33M 2nd MENT Math Summer -- 34M 3rd ODS Mem Soph 2 GPA@ 35M 3rd ODS Read ADHD Junior 1 F-test# 148 Journal of Postsecondary Education and Disability, 25(2) (Table 1 Continued) 36M 3rd ODS Process Soph 1 GPA 37M 3rd PSY Math Early Fresh 1 -- 38M 3rd PSY Mem Summer -- 39M 4th ODS Read Junior 1 GPA 40M 4th MENT Re/Wr Depress Junior 2 Time 41M 4th MENT Math Fresh 2 GPA 42M 4th MENT Read Soph 2 Prob Note: Year = academic class at the time of the interview; Group = method a recruitment (ODS, psychology subject pool. Or mentoring program (MENT); Diagnostic categories = reading disability (Read), writing disability (writing); mathematics disability (math), reading and writing disability (Re/Wr), memory (Mem), visual processing (VisProc); Comorbid diagnosis = none (blank); semester arrived at ODS = if prior to matriculation the category is summer; reason given for seeking services, F-test indicates failing a test, prob = being placed on academic probation. *mid-term GPA; #failed critical test in major; ^GPA too low to pledge sorority; @ low GPA for major. was designed to allow the participants to tell their stories Analysis as they subjectively experienced them with a minimal We used a mixed methods approach to analyze number of leading questions from the researcher. The the data in this study. Most of the information was phenomenological perspective attempts to maximize compatible with quantitative analyses (e.g., when understanding of an individual’s constructions of ex- they had fi rst gone to ODS, GPA, whether they had periences (Mertens, 2010). This was selected as the been to an IEP meeting), while the narratives of their most appropriate approach for this study in order to decision to seek assistance from ODS (questions 2 gain information that could shed meaningful light on and 2b) were treated qualitatively. Each response was students’ decisions to seek ODS services in a timely independently coded by two individuals. The data that manner. The interviews included prompts in seven were treated quantitatively were scored according to areas: (a) when they fi rst went to ODS, (b) why they predetermined themes. For individual items the rates went at that time (and not before), (c) their knowledge of agreement ranged from 89% to 100%. Differences of and involvement in the IEP process in high school, were resolved by conference among the raters and the (d) their recollection of the nature of their school-based fourth author. transition programming, (e) other sources of informa- An iterative process was used to code the two tion about the transition to college, (f) special education questions that provided the narratives for the students’ services they had received in high school, and (8) their decision to go to ODS. Most of the responses to understanding of the laws that govern college services. question 2 (What prompted you to go to ODS?) were Students also brought a copy of their college transcript short and over 90% involved academic problems. The to the interview. The interviews were audio taped and raters agreed that a classifi cation based on individual verbatim transcripts were made with two exceptions: test performance, overall GPA, and being placed on names of individuals, schools, and school districts were academic probation captured these data suffi ciently. omitted and two participants preferred that only notes be Agreement on classifi cations was 98%. A set of themes taken. Interviews lasted between 15 and 45 minutes. The drawn from the literature review on barriers to seeking interview questions are included in Appendix A. service were used to code the responses to question 2b (Why did you not go to ODS before that?). These Lightner, Kipps-Vaughan, Schulte, & Trice; Waiting to Seek Disability Services 149 themes included: (a) lack of knowledge of services, The second survey question requested information (b) desire to establish an identity independent of dis- about what prompted students to make their initial con- ability status, (c) feelings that ODS assistance would tact with ODS. In response to question 2, students other be regarded as “cheating,” and (d) feelings of shame. than those in the early group indicated overwhelmingly The fi rst coding iteration used only these categories that they fi rst came to ODS in response to academic and an “other” category. Agreement at this point in problems. Of the 11 who came later during their fresh- coding at the level of sentences was 95%, but 41% of man year, four did so in response to failing tests during the 658 sentences were coded as “other.” the fi rst semester, while seven came in response to a The second iteration used four additional themes low fi rst semester GPA. Of those in the late group, four that emerged from the data: lack of time, the hassle of reported that it was a specifi c test grade that prompted being assessed, having confl icts with ODS scheduled them, typically a critical course in their major. In ad- hours, and a general feeling that things were going dition, 13 students in this group indicated that it was well enough. A second coding produced a 96% agree- their low overall GPA, including eight who were placed ment, with only 1% of the responses coded as “other.” on academic probation. Three students in this group In a discussion among the coders, it was decided to indicated that it was diffi culty completing assignments break down the category of “lack of information” into within time limits that prompted their decision; two three subcategories (see below). These subcategories students indicated that it was not having the requisite resulted in a 98% agreement. GPA to declare their intended major; while one student indicated that it was having a GPA that prevented her Results from pledging a sorority. In contrast, students in the early group all indicated that they had made initial The fi rst survey question was used to categorize contact with ODS because it was arranged for them or participants into three groups based on when they fi rst because they wanted to receive accommodations. sought assistance from ODS. Eight students (19%) A majority of students in all three groups indicated registered with ODS before classes began or during that others were involved in their decision to seek the fi rst weeks of their fi rst semester (early group); 11 disability services. Of the eight students in the early (26%) sought services later during their freshman year, group, seven indicated parents played a role in that most during the second half of the fi rst semester or at decision. Five students also mentioned the role of a the beginning of the second semester (later freshman high school counselor, psychologist, or teacher. Of the group); and 23 students (55%) waited until after their 11 in the later freshman group, seven named a parent freshman year (late group). and two named a course faculty member as playing The GPA differences among the three groups at the a pivotal role. In contrast, a faculty member was the end of their fi rst semester were non-signifi cant, with most predominant individual reported for those in the those in the early group earning a mean GPA of 2.20 late group, including fi ve course faculty and nine advi- (SD = 0.34), those in the later freshman group earning sors. Additionally three friends, two fi ancées, and two a mean GPA of 2.04 (SD = 0.57), and those in the late parents were identifi ed. High school personnel were not group earning a GPA of 2.09 (SD = 0.41). By the end mentioned by any students in the later two groups. of the fi rst semester of the sophomore year, however, The reasons for students not making initial contact the effectiveness of participation in services from the with ODS were varied and most students cited more ODS is suggested by the mean cumulative GPAs of than one reason. Eight themes for a delay in seeking 2.64 (SD = 0.37) for the early group; 2.30 (SD = 0.45) services were identifi ed, four themes consistent with for the later freshman group; and 2.18 (SD = 0.29) for the literature and four additional themes emerging from the late group, F(2, 39) = 5.41, p = .01. Those in the the narratives. Out of the eight themes, four accounted early group had earned an average of 35.9 credits (SD for large percentages of the reasons: (a) lack of time, = 3.47); those in the later freshman group 33.8 credits (b) lack of knowledge, (c) establishing an identity (SD = 3.90), while those in the late group had earned independent of disability status, and (d) feeling that only 30.2 (SD = 4.14) credits during their fi rst three things were going well/lack of recognition that things semesters, F(2, 39) = 5.05, p = .02. were not going well. 150 Journal of Postsecondary Education and Disability, 25(2) Lack of time was mentioned by more students than Table 2 reports the percentages of each of these any other reason. For example, a student who made responses for the later freshman and late groups. The initial contact with the ODS offi ce at the beginning of percentages are quite similar across the two groups the second semester of her freshman year said: with the exception of the three categories of “lack of knowledge,” which were twice as high in the late group They keep you really busy during the fi rst semester as in the later freshman group. An example of a narra- with team-building and orientation sessions, and to tive from a male in the late group shows examples of be honest, I was overwhelmed with the amount of all three forms of lack of knowledge. reading I had to do. And there was a certain amount of partying, too. My roommates and I really got I thought that it was a lot of hassle just to get a along and we spent hours and hours hanging out, few minutes extra time on tests, and most of my and I kept in touch with all of my friends back professors freshman year were willing to give home on Facebook. I got involved with a church me that without my telling them I had an LD or group. I didn’t really track how well I was doing providing a letter of accommodation. I went to the in my classes. I knew I had some bad grades, but I Writing Center for help on papers, but anyone can had some good ones, too. It came as a shock when do that. Then second semester of my sophomore I saw my fi rst semester report card. I had two Cs, year I had a professor who wouldn’t give me extra two C-minuses, and a D. That was a wake-up call time. I told him I had an LD and he told me to go and my parents’ reaction was another. So I talked to Disability Services. I thought he was a jerk. to my advisor and she suggested going to the Then I found out to get services at ODS I’d have Writing Center. I told the tutor there that I had a to get tested. I almost didn’t do it. When I did, I disability and she got me in touch with ODS right found out they could help with a lot of issues. Early then and there. registration is a great help. I wish I had known I could have had that from the get-go. Tutoring for Lack of knowledge was also often given as a reason a specifi c class by a student with issues similar to for delays in seeking services. For example, a male mine is a life-saver. And they were able to help me student with a mathematics disability said: with a dorm situation that was interfering with my getting work done. People told me to go to ODS to get accommoda- tions. I didn’t want any accommodations. No one Two reasons were found to be common in both the told me about all the other things that they pro- later freshman and late groups: a feeling that things vided, like help with fi nding the right professor were going well and wanting to establish an identity for a course I had to take. without disability status. The following example com- bines the two issues in a student from the later freshman A comment by a senior who delayed seeking ser- group who was also diagnosed as having ADHD: vices until her junior year captures a different form of lack of knowledge: lack of information about her own I’d read somewhere that LDs go away in some disability and its impact on college learning: students when they reach adulthood. I was crossing my fi ngers that I was one of those people. I was I swear no one ever used the term “learning disabil- really tired of taking tests in a room by myself at a ity” to me in high school. The only advice I had was, special time, usually during study hall. I thought, ‘Don’t take too many courses with a lot of writing in “Well, I’ll give it a shot.” My mom encouraged them.’ What’s too many? What kind of writing? me to do that. I wasn’t sure how I was doing. My English papers would come back with comments, We decided to divide the “lack of knowledge” cat- but no grades. I made grades in my courses all egory into three sub-categories: (a) lack of information over the place, but people kept telling me, “Don’t about procedures that needed to be followed, (b) lack worry, you’re a freshman. Have a good time.” So of information about services provided by ODS, and I didn’t worry, and I did have a good time. (c) lack of information about one’s disability. Lightner, Kipps-Vaughan, Schulte, & Trice; Waiting to Seek Disability Services 151 Table 2 Percentage of Reasons Given for Postponing Registering with ODS in the Later Freshman and Late Groups Reason Later Freshman (N=11) Late (N=23) Lack of Time 64 70 Lack of Knowledge a. Procedures 27 57 b. Range of Services 27 52 c. Own Disability 18 61 Identity 36 39 Things Going Well 36 26 Cost/Hassle of Testing 0 39 “Cheating” 27 9 Shame 18 17 Scheduling Confl icts 18 17 Concerns about the expense and hassle of assess- Other themes included feeling that ODS assistance ment were reported as another concern of the students would be regarded as “cheating,” shame, and scheduling in the late group. This category was less common than confl icts. These were the least frequently mentioned the lack of time, lack of knowledge, identity, or things reasons in both the later freshman and late groups. going well category. A student who waited until being In response to question 3 asking, ‘Can you tell me placed on academic probation gave this narrative of what an IEP is?’ all but two students in the late group her continuing delay: had basic knowledge of what an IEP was. While more than 90% of students mentioned that the IEP listed When I fi nally got around to going, the fi rst time, I accommodations and that it was legally binding, less was told that I’d have to take a bunch of tests and than a quarter of the students in any group mentioned that it was going to cost me a lot of money. I made that it contained a diagnosis. All of the students in the an appointment to start the testing, but then I blew early group recalled attending at least one IEP meet- it off. The crisis has passed. Next semester I went ing; seven of the 11 in the later freshman group did back. This time I was told I could get temporary so, while only 10 of the 23 students in the late group accommodations until the testing was over. Maybe recalled an IEP meeting. they told me that the fi rst time, but I sure didn’t High school orientations to college and ODS ser- hear it. I don’t think you should have to pay for vices were clearly different among the three groups this out of your own pocket. (Question 4). Students in the early group all were able to recall general programs about the transition to college. All could recall being told about ODS; 152 Journal of Postsecondary Education and Disability, 25(2) six of the eight recalled individual meetings in which Question 5 asked students to identify the individu- the nature of their disability and its impact on some als who prepared them for the transition to college. aspect of college had been discussed. For example, The combined results of this question and information one student reported: from the preceding questions are reported in Table 3. While there is a modest decline in the percentage of Yes, I met with my case manager and she explained those reporting learning about college from transition some things about my writing disability and told programs, counselors and school psychologists, and me to try to limit the number of classes I registered teachers in the later groups, these changes did not reach for each semester that had long writing assign- statistical signifi cance. The most commonly mentioned ments in them. She told me to go to the writing source of information is fellow high school students. center for every paper and to go to ODS as soon A quote from a student with a mathematics disability as I got on campus. in the later freshman group is representative of the majority of students: Students in the later freshman group recalled less college orientation. Two of the 11 stated that they We had some workshops in school about choos- had no preparation for college; four did not recall be- ing the right school. I don’t remember anything ing told about ODS; only six had individual meetings about them, except that we had them. My parents about their disability. For example, one student from basically told me what they would pay for and the late freshman group described his orientation to what they wouldn’t. They didn’t want me to go to ODS in this way: the community college, and private colleges and out-of-state universities were out of the question. I was told if I ever needed extra time on tests, there So I looked at fi ve in-state universities. I couldn’t was an offi ce on campus that could help me out. make up my mind, so I talked it over with my bud- The person who told me that gave me her card and dies. Three of them were going to [university]. So told me that there were documents that she would that’s where I decided to go. We talked a lot about have to send in. what it would be like and whether we wanted to room together and what we were majoring in. Students in the late group recalled even less transi- I remember that we’d hear things and tell each tion orientation. Seven of the 23 remembered no col- other. I remember one friend told me not to take lege transition provided by the school; 12 did not recall English my fi rst semester. “It’s a killer,” he said. ODS being mentioned; only seven recalled an individual We worried more about having the right clothes meeting about their disability status and college. The than anything about courses and class sizes and following three responses are instructive. A student fi nding our way to the Offi ce of Disabilities. who arrived with an Honors Scholarship stated “I had something called a transition class. We just worked on While ODS verifi ed that all participants received writing job applications, resumes, and practiced for some sort of special education services during high job interviews. I guess no one thought about any of school, few students initially reported that they did us going to college”. Another student who postponed (29%). When followed up with a question about testing seeking services until late in his sophomore year and accommodations, students only reported information had a reading disability reported, “No one ever used the about receiving testing accommodations and no specif- term ‘learning disability’ to me, ever, in high school, so ics about their qualifi cations for testing accommoda- I certainly never discussed how my learning disability tions or types of test situations. All students in the early would affect me in college.” Again, indicating the lack of group indicated that they received testing accommoda- college preparation, a student who fi rst sought services tions, while 78% of those in the later freshman group after being placed on academic probation at the end of and 61% in the late group indicated they were receiving his freshman year stated, “I didn’t hide that I had a read- testing accommodations in high school. ing disability in my application to college. I thought that The fi nal question was asked to determine students’ would be it. No one told me that I would have to send understanding of the legal differences between IEP ser- information from my school and do it all myself.” vices under IDEA and services available under Section Lightner, Kipps-Vaughan, Schulte, & Trice; Waiting to Seek Disability Services 153 Table 3 Percentage of Students by Group Utilizing Various Sources of Information About College Resource Groups Early Later Late Transition Program 100 63 70 Counselor/School Psychologist 50 36 17 Teacher 25 27 30 Parents 67 45 61 Current College Students 25 18 26 High School Peers 100 72 87 504 and ADA. Students were asked to describe how evidenced by the following statement by a woman with they were affected by the differences in laws governing both reading and writing disabilities who registered students with disabilities as they transition from IEP with ODS before starting her freshman year: services to college. With the exception of one student in the late group who was a special education major, My parents and I visited ODS during my college no student was able to explain the differences in the visit. I went to ODS during my fi rst week of classes legal regulations governing services. Students in all and got my letter telling my professors I might groups were generally aware of some changes, such need extra time on tests. It was later in the semester as the fact that there were no IEPs in college and that when I fi rst started reading the emails ODS sent. the range of services was larger. I didn’t really start going there until my second semester. The reading and writing requirements Discussion in my history and lit classes were the real reasons I started going. This study examined the reasons for and the impact of postponing seeking disability services at a We found that, in students’ narratives of why they competitive state university by students with a learning sought services when they did, the primary reason for disability. We found evidence that receiving disability fi rst seeking services in both the later freshman and services made a signifi cant difference in GPA and hours late groups was academic failure or levels of academic earned by the middle of the sophomore year. That no performance that prevented other activities. If we difference in GPA or credits earned was found imme- want students to seek services early in college, before diately after the fi rst semester between those receiv- an academic crisis occurs, then transitioning students ing services and those not receiving services could be need to be provided with information about the range interpreted as there being few academic differences of benefi ts provided by ODS and parents need to be among the groups. More than likely, however, the lack enlisted by transition personnel to get them to ODS. of difference is due both to a fl oor effect (39 of the Parents played key roles in getting students in the early 42 students were in the lowest GPA quartile) and to a group involved with ODS. period of discovering what the ODS could provide, as 154 Journal of Postsecondary Education and Disability, 25(2) Students reported that the primary reason for individually-based preparation specifi c to their dis- delaying seeking services was time constraints. With ability than those who postponed going to ODS. The so many students reporting a lack of time to seek ser- fi rst group’s preparatory experiences increased their vices once classes begin, high school personnel may understanding of their disability and the impact it may want to consider urging contact with ODS prior to the have on their postsecondary education. Exposure to beginning of classes. Also, the ODS may need to fi nd information about disability services provided students ways of competing with the deluge of information and with a better sense of how ODS could support them orientation programming received by freshmen. A male academically. If these recollections are accurate, then student in the later freshman group who earned a 0.80 students without exposure to postsecondary services GPA his fi rst semester commented: may lack knowledge of disabilities and services. This informational gap may account for differences between When you arrive on campus, everyone is after the late and later freshman groups. All students in this you. You get about fi fty emails a day from every study showed some lack of knowledge about how group on campus. You have meeting after meeting, learning disabilities are diagnosed and how services activity after activity. I guess it’s supposed to keep for students with disabilities change between high you from getting homesick or something. I didn’t school and college. want to be a Young Republican or do an internship The existing literature on why students do not in Costa Rica. I wasn’t interested in information seek services from disability services has tended to about teacher education. Someone needed to tell focus on feelings of shame and the fear that, by seek- me – Get to ODS now! But it was hard to pick ing accommodations, students will be viewed as lazy out that call. or getting an unfair advantage by faculty and fellow students. These reasons emerged as only minor themes Insuffi cient knowledge about the costs and logisti- from these interviews. Only six students specifi cally cal diffi culties of being assessed, however, appeared mentioned embarrassment or shame. For example, a to differentiate those who proactively sought services female student in the late group said: from those who sought services later. Students’ lack of knowledge was far ranging, including an accurate I guess I was kind of embarrassed that I still needed awareness about available services, the nature and to get special things that everybody else didn’t impact of their own disability, and procedures for get. I hoped that things had changed-- my brain utilizing campus supports. A male student with a read- or whatever-- and that I could just slip in and be ing disability who delayed seeking services until his like everyone else. Anyway, it’s kind of a hassle. I sophomore year commented: don’t usually use my accommodation letter, unless the course has essay tests. It was hard for me to get my head around the fact that in order to get services, it was up to me, and The decreased emphasis on shame and stigma in that there were some hoops I had to jump through these students’ narratives may be a result of changes fi rst. In high school, when I needed help, it kind in their experiences with support services in public of magically appeared. Now I know there were a schools. Today’s students with disabilities report much lot of people involved behind the scenes making more satisfactory secondary experiences than those of that happen. And I didn’t know if the problems I two decades ago (Newman, et al., 2010) and, there- was having were because I wasn’t studying enough fore, may have diminished expectations for negative or just right or because of my disability. I didn’t evaluations of his or her status. Greater importance know where to go to fi nd out. in addressing deterrents to students seeking services is indicated for providing students with knowledge Students who sought services in a timely fashion about procedures, range of disability services, and were more likely to have participated in IEP meetings understanding one’s own disability. in high school, could recall more general school- based transition programming to college, received more orientation to disability services, and received