Gina A. Forchelli , Moira Kirby, & Justin Miller

1. Promoting Academic Success in Intercollegiate Student-Athletes Gina A. Forchelli, Moira Kirby, & Justin Miller INTRODUCTION IMPLEMENTATION ACADEMIC SUCCESS MODEL Post-Secondary Education Transition to post-secondary education is a challenging time in a student’s academic career. This transition can especially complicated and overwhelming for students with disabilities. College level classes necessitate academic skill sets that students with disabilities may find more difficult, such as reading comprehension, critical thinking, and writing composition. Challenges for Student’s with Disabilities Research has demonstrated that college students with disabilities have scored significantly lower on measures of both academic and executive skills (Proctor, Prevatt, Adams, Hurst, & Pletscher, 2006). Additionally, students with learning disabilities had lower scores on anxiety, attitude, motivation, and concentration measures (Proctor, Prevatt, Adams, Hurst, & Petscher, 2006). Moreover, studies have revealed that students with disabilities have the perception that disability is devalued as well as a decrease in perceived emotional well-being (Green, 2007). Intercollegiate student athletes also have additional stressors that affect their ability to succeed in a college atmosphere (Howard-Hamilton & Watt, 2001). Compounding Challenges for Student-Athletes with Disabilities Beyond the academic expectations of all college students, student athletes often spend more than 40 hours a week on sports-related activities. These responsibilities can hinder their ability to devote time to academic pursuits (Comeaux & Harrison, 2011). Comeaux & Harrison (2011) advise the use of a decision-making model of support services for student athletes. The additional constraints placed upon student-athletes are complicated by the stressors surrounding the navigation of a college atmosphere as a student with a disability. The unique needs of a student athlete with disabilities necessitate an individualized attention to promote a successful transition to college.  The Nancy and Donald Resnick Academic Support Center for Student-Athletes ‘ service delivery model bolsters academic success in student-athletes with disabilities. Initial identification for support is decided upon by an educational needs assessment and secondary academic factors, such as cumulative GPA, IEP or 504 learning objectives/goals and level of supports. These factors will be considered in conjunction with the student athlete’s personal goals for academic growth . Together, these factors determine the level or tier of supports during the initiation of post-secondary coursework, including development of executive functions, life skills and academic skill development (e.g., reading comprehension, reading fluency, writing). These are executed by way of small group or one-on-one support from learning specialists, academic advisors, and content-area tutors. Progress and effectiveness of supports will be continually monitored by way of self-analysis, professor feedback, and grades.  REFERENCES Tier 3 Comeaux, E. & Harrison, C.K. (2011). A conceptual model of academic success for student-athletes. Educational Researcher, 40(5), 235-245. Green, S. (2007) Components of perceived stigma and perceptions of well-being among university students with and without disability experience. Health Sociology Review, 19, 328-340. Sanford, C., Newman, L., Wagner, M., Cameto, R., Knokey, A.-M., and Shaver, D. (2011). The Post-High School Outcomes of Young Adults With Disabilities up to 6 Years After High School. Key Findings From the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2011-3004). Menlo Park, CA: SRI International. Prevatt, F., Petscher, Y., Proctor, B.E., Hurst, A., Adams, K.(2006).The Revised Learning and Study Strategies Inventory: An Evaluation of Competing Models. Educational and Psychological Measurement, Vol 66, 448-458. Proctor, B. E., Prevatt, F. F., Adams, K. S., Reaser, A., & Petscher, Y. (2006). Study skills profiles of normal-achieving and academically-struggling college students. Journal of College Student Development, 47(1), 37-51.of College Student Development, 47(1), 37-51 Tier 2 Tier 1