This study was examined the significance of learning support and the development of this approach to supporting students with developmental disabilities at universities from a user -led research. A graduate study was cited in which a student with developmental disability described in detail her own learning difficulties and coping strategies from her previous elementary and middle, high school experience. Based on her experiences, the student has found five new ways to take notes in different situations to help her deal with college classes and assignments. These results indicate that the user-red research by the student with disabilities can be used to support learning in the primary and secondary education, facilitates their own self-understanding and expression of their intentions.

This study examined the relevant factors facilitating the school psychologists’ organization consultation function to support students with disabilities in university. Nine mid-career or experienced psychologists were interviewed about the skills and knowledge required for collaboration and consultation in their organizations and how they acquired them.

The study examined the implementation of organizational consultation through the engagement of a school psychologist as an internal consultee for developing an inclusive support system for students with disabilities in a private university over six years. The implementation process considered four stages: entry, problem definition, needs assessment, and intervention. First, administrators consulted a school psychologist working in the university regarding support for students with disabilities. Second, we defined problems that each staff had reported and designed an inclusive support system. Third, they assessed the condition of the students and the existing support systems through reported documents about the students and the organization. Fourth, as an intervention, a committee comprising school psychologists, an administrator and staffs supporting for the students was formed to design support systems, including the transition support system for entering the university, the learning support system to determine procedures and requirements for reasonable accommodations, and the employment support system for after graduation. Although it provided the administrators detailed descriptions of the implementation, it requires further improvement of our evaluation methods. Therefore, an engagement of a school psychologist as an internal consultee is considered to facilitate long-term systems change.