ABSTRACT
Students with learning disabilities are advancing through college in increasing numbers and with remarkable success (Perreira & Richards, 2000). Educators and administrators now understand that learning disorders are not outgrown in childhood (Hechtman, 1996) and that high school students with learning disabilities (LD) go to college (Wolf, 2001). A result of this awareness, increased academic support is now available at the undergraduate level. As one would predict, successful college students with LD are pursuing advanced and professional degrees. This is evidenced by an increase in requests for accommodations for professional school entrance examinations such as the Medical College Aptitude Test (MCAT) (see Rosebrough, 2003), Graduate Record Examination, Graduate Management Aptitude Test, and Law School Admissions Test (GRE, GMAT, and LSAT) (see Burgoyne & Mew, 2001). Recent lawsuits brought by students with learning disabilities have focused attention on professional certification exams, as well as calling attention to a number of issues faced by successful students with LD seeking to practice law (Eichorn, 1997; Duhl & Duhl, 2004) and medicine (see Burgoyne & Mew, 2001, for more case details).
