ABSTRACT
This chapter discusses issues faced by students with learning disabilities in higher education, how social constructions of disability influence the lived experience of these students, and the implications of various perspectives on disability for the postsecondary education professionals who work to support this diverse student population. Viewing the work with students with learning disabilities through the paradigms of student development theory can help establish campus policies and procedures for serving students. Ashmore and Kasnitz view the social and cultural conception of disability as particularly salient to the work of disability services professionals, faculty and staff in higher education as many of the social and cultural conceptions which influence views of disability are often deeply ingrained in postsecondary institutions. There is complexity in serving students with learning disabilities on the college campus because of academic, ethical, cultural, and financial issues accompanying this student population.
