Academic Success of Graduates with and Without Disabilities a Comparative Study of University Entrance Scores




Jorgensen, Shirley
Fichten, Catherine S.
Havel, Alice

People with disabilities will only be able to participate fully in the social and economic life of their communities if they have equal access to employment opportunities and further education following graduation from CEGEP. It is important, therefore, that CEGEPs have effective services in place and that they support the teaching methods that will enable students to overcome the educational disadvantages associated with their disabilities. This will ensure that graduates with disabilities are able to compete for places at university and/or job opportunities following the completion of their DEC. In this article we examine both how competitive graduates with disabilities are in relation to their non-disabled peers and their abilities to access places at university. We examined the college exit grades of students with disabilities and compared them to students without disabilities. We also examined whether the ease or difficulty with which students experienced their studies at CEGEP was related to their college exit scores; and we identified those factors that correlated with improved academic success. Implications for service providers and teachers are discussed.

The AQPC acknowledges the financial support, in 2014-2015, of the Government of Canada through Canadian Heritage, Canada Periodical Fund, Business Innovation component.

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