Using large-scale longitudinal data, this study sought to examine factors influencing two important student development outcomes in students with disabilities attending 4-year colleges and universities. Informed by Astin’s Input-Environment-Outcome model and the interactional model of disability, this study investigated the effect of student characteristics (i.e., disability type, gender, mother’s education level) and environmental factors (i.e., faculty encouragement and engagement in political discussion) on the development of academic ability and intellectual confidence in students’ senior year of college. The comparison between two outcome models for students with learning disabilities and those with physical or sensory disabilities provided important educational implications. Results from the multiple regression analyses revealed that both student characteristics and environmental factors significantly affect student development, accounting for students’ academic ability and intellectual confidence upon entering college. Institutional policy implications and educational interventions for college students with disabilities were also discussed.

本研究使用大规模纵向数据，试图研究影响四年制高校残疾学生中两个重要的学生发展成果的因素。在Astin的投入，环境，结果模型和残疾互动模型的指导下，本研究调查了学生特征（即残疾类型，性别，母亲的受教育程度）和环境因素（即教师的鼓励和参与政治讨论）的影响大学高三学生的学习能力和智力信心的发展。学习障碍学生和身体或感觉障碍学生的两种结果模型之间的比较提供了重要的教育意义。多元回归分析的结果表明，学生的特征和环境因素均显着影响学生的发展，这说明了学生入学后的学习能力和智力信心。还讨论了针对残疾大学生的机构政策含义和教育干预措施。