With funding from a new two-year grant from the Programme d’aide à la recherche sur l’enseignement et l’apprentissage (PAREA) we compared college satisfaction, perceived academic obstacles and facilitators, and academic success of students with and without disabilities and examined how these aspects are related. This archival study looked at students who studied at Dawson College, Montreal’s largest English language Cegep, in 2001, 2002, 2005, and 2009. The objective was to recommend interventions that would help improve satisfaction, diminish obstacles, decrease attrition, and improve academic success.
Status: Completed Projects
This Project was completed in 2011