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The relationship between student dropout and high school grades, demographic factors and psychosocial variables was examined for 40 682 full-time Dawson College students. Overall, low high school grades and older age were the best predictors of dropout. Male students, who generally had lower grades than females, were more likely to drop out than female students. In particular, male students with high school averages below 80% dropped out at substantially higher rates than females. Males also scored lower than females on questionnaire measures of academic communication skills, time spent on out-of-class study, motivation, discipline, following through on commitments and obligations, and involvement in the college community. Compared to students without disabilities, students with disabilities dropped out at lower rates between the first and third semesters, but at higher rates in later semesters. This resulted in similar dropout and graduation rates at the end of ten semesters. Students with disabilities scored lower than their nondisabled peers on measures of academic self-confidence and social connection, were more likely to report feeling alone and isolated, and were more likely to drop out because of a disability or health issue. Female students with disabilities were more likely to feel that their chosen occupation did not require further study. The results provide evidence that patterns of student attrition and the factors that influence these can vary between student sub-populations. Recommendations are made based on the findings.

Data on how well information and communication technology (ICT) needs of 1354 Canadian college and university students with disabilities are met on and off campus were collected using the newly developed Positives Scale (Postsecondary Information Technology Initiative Scale). The measure contains 26 items which use a 6-point Likert scale (1 = strongly disagree, 6 = strongly agree) to indicate level of agreement with each of the positively worded items. It has three factor analysis derived subscales (ICTs at School Meet Student's Needs, ICTs at Home Meet Student's Needs, e-Learning ICTs Meet Student's Needs) and a total score. Reliability and validity are excellent for both English and French versions. Versions that could be completed online, on paper (printable PDF), and within a Microsoft Word document were found to be equivalent. The measure has a variety of attractive features. Only 26 items, it is easy for learners with all types of disabilities to complete, and the simple scoring requires only a straightforward calculation of means. The measure also has the advantage of flexibility due to its face validity. Thus, the scale (a) permits item-by-item analysis to identify individual areas of perceived strength and weakness, (b) can assess modifiable aspects of ICT availability, usability, and accessibility on campus as well as (c) monitor and evaluate the effects of efforts to improve these. The scale may be used to evaluate how well an institution's ICTs meet students' needs, provide empirical data to influence ICT policy, and pinpoint areas of strength as well as areas for improvement, all from the perspective of students with diverse disabilities. Findings on Positives Scale subscales indicate that, overall, students' ICT related needs are better met at school than at home and that their e-learning related ICT needs are met quite well. Nevertheless, the results also show substantial differences in how the ICT-related needs of students with various disabilities are met in different contexts. One appendix is included: POSITIVES Scale (Postsecondary Information Technology Initiative Scale) Items, Factors, and Scoring. (Contains 70 tables.) [Research was funded by the Canadian Council on Learning.]