As increasing numbers of students with learning disabilities (LD) or attention-deficit/hyperactivity disorder (ADHD) transition to postsecondary education, they encounter a heightened need for proficiency with a wide range of learning technologies. Whereas the Individuals With Disabilities Education Improvement Act of 2004 (IDEIA) requires consideration of a student's assistive technology training needs in high school, the Americans With Disabilities Act does not require any evaluation or training services for postsecondary students with disabilities. In an era of measurable outcomes, it is critical for secondary school personnel to consider effective assessments and relevant interventions when college-bound students with cognitive disabilities lack proficiency with these technologies. Survey research at a highly competitive public university found significant differences between the technology needs, preferences, and fluency of undergraduates with and without disabilities. This article presents findings from that study as well as implications for teachers and evaluators who assist students with LD and ADHD in their transition planning for postsecondary education.
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