With funding from a new two-year grant from the Programme d'aide à la recherche sur l'enseignement et l'apprentissage (PAREA) we will compare college satisfaction, perceived academic obstacles and facilitators, and academic success of students with and without disabilities and examine how these aspects are related. This is an archival study looking at students who studied at Dawson College, Montreal's largest English language Cegep, in 2001, 2002, 2005, and 2009. The objective is to recommend interventions that will help improve satisfaction, diminish obstacles, decrease attrition, and improve academic success.

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