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Understanding The Experiences Of College Students With Learning Disabilities
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Book Synopsis Understanding the Experiences of College Students with Learning Disabilities by : Beverly A. Ebo
Download or read book Understanding the Experiences of College Students with Learning Disabilities written by Beverly A. Ebo and published by . This book was released on 2016 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: College is an important and significant undertaking for any student, especially for someone with a learning disability. The number of students with a learning disability entering post-secondary education is increasing each year; therefore, it is important for academia to increase its understanding of students with learning disabilities and the perception of their experiences while they navigate their way through college. Using the theoretical framework of Self-Determination Theory, the purpose of this Interpretive Phenomenological Analysis (IPA) study was to understand and describe the experiences of students with a learning disability as they make their way through college. As such, this study sought to answer the following research question: How do upperclassmen college students with a learning disability describe their college learning experiences at a private university located in the Southeast United States? The participants perceived that by concealing their learning disabilities, it would be easier for them and they would avoid being stigmatized. However, they understood in order to receive accommodations they had to self-disclose this information after leaving high school. The participants faced many adversities; however, it was their resilience that made them successful. The findings are relevant for secondary and post-secondary professionals who provide services to students with learning disabilities. However, additional research is needed to explore the perspectives of students with learning and physical disabilities to include diversity such as gender, ethnicity and other characteristics that may be unique to the specific college.
Book Synopsis Understanding the Experiences of Black Or African American Students with Learning Disabilities Transitioning from High School Or a Predominantly White Postsecondary Academic Institution by : Aaliyah El-Amin-Turner
Download or read book Understanding the Experiences of Black Or African American Students with Learning Disabilities Transitioning from High School Or a Predominantly White Postsecondary Academic Institution written by Aaliyah El-Amin-Turner and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Research has shown that Black or African American college students with learning disabilities are at greater risk of failure at the postsecondary academic level. Previous studies conducted with students having disabilities have shown that for Black or African American students with learning disabilities there are academic and nonacademic barriers that impede their being able to successfully transition to postsecondary education and complete college. However, few studies have explored the experiences of Black or African American students with learning disabilities who have transitioned from a public high school to a predominantly White institution (PWI). The present study examined the experience of five female Black/African American college students with learning disabilities attending a PWI and how these students made meaning of their transition process from secondary to postsecondary academic institutions. The study uses a qualitative approach and in-depth interviews with narrative results. Findings from this study suggest that the absence of transition planning and inconsistent practices at the secondary education level did not appear to have a substantial impact on how Black or African American students with learning disabilities perceived their transition from high school into a PWI college; however, race did." -- leaf vii.
Book Synopsis Understanding the Experiences of Black Or African American Students with Learning Disabilities Transitioning from High School to a Predominantly White Postsecondary Academic Institution by : Aaliyah El-Amin-Turner
Download or read book Understanding the Experiences of Black Or African American Students with Learning Disabilities Transitioning from High School to a Predominantly White Postsecondary Academic Institution written by Aaliyah El-Amin-Turner and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Research has shown that Black or African American college students with learning disabilities are at greater risk of failure at the postsecondary academic level. Previous studies conducted with students having disabilities have shown that for Black or African American students with learning disabilities there are academic and nonacademic barriers that impede their being able to successfully transition to postsecondary education and complete college. However, few studies have explored the experiences of Black or African American students with learning disabilities who have transitioned from a public high school to a predominantly White institution (PWI). The present study examined the experience of five female Black/African American college students with learning disabilities attending a PWI and how these students made meaning of their transition process from secondary to postsecondary academic institutions. The study uses a qualitative approach and in-depth interviews with narrative results. Findings from this study suggest that the absence of transition planning and inconsistent practices at the secondary education level did not appear to have a substantial impact on how Black or African American students with learning disabilities perceived their transition from high school into a PWI college; however, race did"--Page vii.
Book Synopsis Factors that Contribute to and Militate Against Learning Experiences by : Mary Elizabeth Heinrichs
Download or read book Factors that Contribute to and Militate Against Learning Experiences written by Mary Elizabeth Heinrichs and published by . This book was released on 1999 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :Management Association, Information Resources Publisher :IGI Global ISBN 13 :1799812146 Total Pages :1040 pages Book Rating :4.7/5 (998 download)
Book Synopsis Accessibility and Diversity in Education: Breakthroughs in Research and Practice by : Management Association, Information Resources
Download or read book Accessibility and Diversity in Education: Breakthroughs in Research and Practice written by Management Association, Information Resources and published by IGI Global. This book was released on 2019-12-06 with total page 1040 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is a necessary foundation for improving one’s livelihood in today’s society. However, traditional learning has often excluded or presented a challenge to students with visual, physical, or cognitive disabilities and can create learning gaps between students of various cultures. It is vital that learning opportunities are tailored to meet individual needs, regardless of individual disabilities, gender, race, or economic status in order to create more inclusive educational practices. Accessibility and Diversity in Education: Breakthroughs in Research and Practice examines emerging methods and trends for creating accessible and inclusive educational environments and examines the latest teaching strategies and methods for promoting learning for all students. It also addresses equal opportunity and diversity requirements in schools. Highlighting a range of topics such as open educational resources, student diversity, and inclusion barriers, this publication is an ideal reference source for educators, principals, administrators, provosts, deans, curriculum developers, instructional designers, school boards, higher education faculty, academicians, students, and researchers.
Book Synopsis Success for College Students with Learning Disabilities by : Susan A. Vogel
Download or read book Success for College Students with Learning Disabilities written by Susan A. Vogel and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 369 pages. Available in PDF, EPUB and Kindle. Book excerpt: JANET W. LERNER This timely volume explores issues pertinent to the emerging subject of college education for adults with learning disabilities. The inspiration for the book was a conference held at Barat College in Lake Forest Illinois on April 7, 1990, entitled College Students with Learning Disabilities: Reviewing the '80s and Planning for the '90s. The occasion was the celebration of the tenth anniversary of Barat College's program for college students with learning disabilities. Papers presented at this con ference, plus several additional invited chapters, and those of the co editors are included in this much needed publication. Only a few years ago, college was out of the question for most adults with learning disabilities. It is heartening to note that this situation has changed substantially over the last 15 or so years, with great strides in opportunities for adults with learning disabilities to acquire a college level education. From a slow beginning with programs such as the one at Barat College, there are today programs and support services in a variety of settings at a growing number of colleges and universities. Many indi viduals with learning disabilities can look forward to experiencing college and better preparing themselves for the future. The collection of papers in this book offers a comprehensive review of this exciting and challenging field.
Book Synopsis The Experiences of College Students with Learning Disabilities by : Nancy V. Milne
Download or read book The Experiences of College Students with Learning Disabilities written by Nancy V. Milne and published by . This book was released on 1989 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :Lynne C. Shea Publisher :The National Resource Center for The First-Year Experience ISBN 13 :1942072309 Total Pages :144 pages Book Rating :4.9/5 (42 download)
Book Synopsis From Disability to Diversity by : Lynne C. Shea
Download or read book From Disability to Diversity written by Lynne C. Shea and published by The National Resource Center for The First-Year Experience. This book was released on 2019-02-25 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: Colleges and universities are seeing increasing numbers of students with a range of disabilities enrolling in postsecondary education. Many of these disabilities are invisible and, despite their potential for negative impact on students’ academic and social adjustment, some students will choose not to identify as having a disability or request support. Approaching disability from the perspective of difference, the authors of this new volume offer guidance on creating more inclusive learning environments on campus so that all students—whether or not they have a recognized disability—have the opportunity to succeed. Strategies for supporting students with specific learning disabilities, attention-deficit/hyperactivity disorder, autism spectrum disorder or who display learning and behavioral characteristics associated with these profiles are described. A valuable resource for instructors, advisors, academic support personnel, and others who work directly with college students.
Book Synopsis Personal Experiences of College Students with Learning Disabilities in Transitioning from High School to College: Qualitative Analysis by : Phyllis Aaron Cowman
Download or read book Personal Experiences of College Students with Learning Disabilities in Transitioning from High School to College: Qualitative Analysis written by Phyllis Aaron Cowman and published by . This book was released on 2006 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: Open-ended interview questions were asked to ten college freshmen with learning disabilities (LD) to provide the primary source of data in this qualitative study that was done to explore personal experiences of these students in transitioning from high school to a large university. Student participants were chosen based on meeting the criteria of having a diagnosed specific learning disability, having qualified and received special education services in high school, and at the time of the study were receiving accommodations through the Disability Resource Center (DRC) at the University of Arizona (UA). Students were further identified as members of a"successful"group with a first semester grade point average (GPA) of 3.0 or higher, or members of a"jeopardy"group with a first semester GPA of below 2.0 and the academic status of probation. This was done in order to ensure that I included the perceptions of students at the high and low range of academic status levels in this sample, not to compare or contrast the two groups. Interviews yielded information about student perceptions of barriers, attitudes, resources and assistive factors in the transition process. Data were analyzed to determine themes related to student success and difficulties. Suggestions for further research and information for future practice are offered.
Book Synopsis Disability as Diversity in Higher Education by : Eunyoung Kim
Download or read book Disability as Diversity in Higher Education written by Eunyoung Kim and published by Routledge. This book was released on 2017-02-03 with total page 401 pages. Available in PDF, EPUB and Kindle. Book excerpt: Addressing disability not as a form of student impairment—as it is typically perceived at the postsecondary level—but rather as an important dimension of student diversity and identity, this book explores how disability can be more effectively incorporated into college environments. Chapters propose new perspectives, empirical research, and case studies to provide the necessary foundation for understanding the role of disability within campus climate and integrating students with disabilities into academic and social settings. Contextualizing disability through the lens of intersectionality, Disability as Diversity in Higher Education illustrates how higher education institutions can use policies and practices to enhance inclusion and student success.
Book Synopsis Supporting Neurodiverse College Student Success by : Elizabeth M.H. Coghill
Download or read book Supporting Neurodiverse College Student Success written by Elizabeth M.H. Coghill and published by Rowman & Littlefield. This book was released on 2020-11-12 with total page 313 pages. Available in PDF, EPUB and Kindle. Book excerpt: The basic premise of neurodiversity is that there is no “normal” baseline for brain processes, but that all individual brains vary and therefore are diverse. The CAST organization estimates that 11% of college students enrolling in post-secondary campuses having a learning disability or learning difference. As neurodiverse students enroll in post-secondary education, the environments within which these students learn, can either support or impede their ability to succeed. Simply put, a neurodiverse campus population means that educators recognize that all students process and learn differently and must adapt our approaches and services in order to reach and support all students enrolled on our campuses. Neurodiverse students are a growing population on today’s college campus. Their growing presence prompts new approaches to support their success and change traditional student services and collegiate experiences. This practical guide: Assists readers in better understanding neurodiverse students and the way campus services can create welcoming environments Explores the role Universal Design for Learning (UDL) and Executive Functioning (EF) plays in student success, and Focuses on specific collegiate offices and services that effectively address the needs of neurodiverse learners. Chapters cover tutoring, learning supports, academic coaching, academic advising, career services, residential living, and classroom experiences that impact and assist neurodiverse college students.
Book Synopsis College Students with Learning Disabilities: a Developmental Perspective on Conceptions of Learning, Learning Disability, and Others in Learning by :
Download or read book College Students with Learning Disabilities: a Developmental Perspective on Conceptions of Learning, Learning Disability, and Others in Learning written by and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A call for the design of programs focused on the development of self-awareness skills permeates the field of research and practice on postsecondary students with learning disabilities (LD). Important components of self-awareness are students' advanced understanding of learning, LD, and the social context (peers, instructors, classmates) of college learning. This study explores students with LD's conceptual understanding of learning and LD by situating it within developmental theoretical frameworks delineating the form and content of adult reasoning. Twelve female and five male college-students with LD participated in two-hour interviews. Students' thinking about others was explored by asking participants to reason about the behaviors, intentions, feelings and traits of the characters in two scenarios depicting typical dilemmas faced by students with LD. Students' conceptual understanding of learning and LD was elicited by means of open-ended questions followed by prompts. Students' responses were scored for level of cognitive complexity and coded for conceptual content. Overall, the students reasoned abstractly about learning and LD at a level of complexity expected from college-age population. They demonstrated well-developed understanding of others' expectations and motivations especially as they relate to the themes of self-identification, seeking accommodations, and understanding of LD. Students' conceptions of learning and LD presented qualitatively different variations on main themes. These variations paralleled the increase in complexity and were associated with experience(number of years of education). The overarching understanding of learning as acquiring knowledge transitioned from understanding learning as an external, given task to learning as an internal, personal-development process. The common understanding of LD as a difference transitioned from a difference related to an external label and an imposed constraint, to meaning of "difference" as a speci.
Author :Tim Farmer Publisher :National Library of Canada = Bibliothèque nationale du Canada ISBN 13 :9780612679573 Total Pages :300 pages Book Rating :4.6/5 (795 download)
Book Synopsis Understanding the Learning Experiences of University Students with Learning Disabilities by : Tim Farmer
Download or read book Understanding the Learning Experiences of University Students with Learning Disabilities written by Tim Farmer and published by National Library of Canada = Bibliothèque nationale du Canada. This book was released on 2001 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Educational Experiences of Transfer and Native Students with Learning Disabilities at a Public University by : Andre Mendoza
Download or read book Educational Experiences of Transfer and Native Students with Learning Disabilities at a Public University written by Andre Mendoza and published by . This book was released on 2014 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past three decades, the number of students with learning disabilities enrolling in post-secondary education has increased (Astin et al., 1988). Recent estimates indicate that 45% of students with learning disabilities transition to some form of post-secondary school within four years of high school graduation (Newman, Wagner, Camento, & Knokey, 2009). Although there is an increase in enrollment, their graduation rate continues to be much lower than that for students without disabilities (Cortiella & Horowitz, 2014). The graduation rate of college students with learning disabilities from four-year institutions is only 34 percent compared to 62.1 percent graduation rate for students without learning disabilities (Cortiella & Horowitz 2014). As more students with learning disabilities enter higher education, the experiences and factors of success leading to the completion of a four-year diploma must be examined. The purpose of this research was to explore and gain insight into the experiences of students with learning disabilities who have either attended a two-year college and then transferred to the current four-year university and those students who have started as a freshman (i.e. native, non-transfer) at the four-year university. An online questionnaire was used to obtain demographic and descriptive quantitative information and to solicit responses to semi-structured and open-ended prompts regarding self-advocacy and coping skills, support systems, and attitudes towards use of accommodations, and impact of learning disability on choice of major and educational experience. Participants were 22 students with learning disabilities at one public university in Northern California. Five themes emerged: (a) factors that influenced requesting academic accommodations; (b) rationale for choosing not to use approved academic accommodations; (c) rationale for self-disclosure of disability to professors; (d) impact of learning disabilities on choice of major; (e) and overall academic challenges. Other findings indicate that students perceived courses on coping strategies, study skills, and self-advocacy as well as the use of study groups and structured tutoring to be beneficial. Due to the small sample size, comparison between native and transfer student data could not be made. Recommendations for practice include suggestions for educators and services providers to evaluate their service delivery models to ensure these services are accessible and available to students. Additional research with a larger sample is needed to further investigate the themes that emerged and any potential differences between transfer and native students with learning disabilities.
Book Synopsis Urban Community College Students with a Disability and Their Experiences in Pursuit of Higher Education by : Eric Wagner
Download or read book Urban Community College Students with a Disability and Their Experiences in Pursuit of Higher Education written by Eric Wagner and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study uses narrative inquiry research methods to examine the lived experiences of five students with disabilities pursuing higher education in an urban community college to better understand how their culture, gender, and social-economic experiences as a student with disabilities influenced their multiple identities. Analysis procedures were informed by a combination of Clandinin's (2006) three dimensions of narrative inquiry (interaction, continuity, and place) with concepts drawn from intersectionality theories. Intersectionality provided this study with a framework for understanding participants' experiences of race, class, and gender, along with having disabilities. This study's findings contribute to the existing literature on community college students with disabilities by acknowledging how their personal experiences and backgrounds intersect with their journey in pursuit of higher education.
Book Synopsis A Phenomenological Study of the Online Education Experiences of College Students with Learning Disabilities by : Michael Ray Murders
Download or read book A Phenomenological Study of the Online Education Experiences of College Students with Learning Disabilities written by Michael Ray Murders and published by . This book was released on 2017 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: The body of research concerning college students with learning disabilities is sparse relative to the percentage of college students with learning disabilities who attend college. Further, the majority of existing research fails to capture the student voice and the lived experiences of the students themselves. The purpose of this study was to explore the experiences of college students with learning disabilities who utilized online education at a public university centrally located in the United States, resembling numerous comprehensive regional universities. Using a qualitative, phenomenological research framework, this study uses in-depth individual interviews to collect data from eight participants. Interviews were recorded, transcribed, and thematically analyzed. Four categories emerged as central to their experiences as college students with learning disabilities: (1) faculty engagement, (2) student engagement, (3) course organization, and (4) needed resources. These four categories and their interconnections resulted in five major themes determined to be the results of this study: (1) students with learning disabilities like the convenience and flexibility of schedule afforded by online classes, (2) online structure and organization affords students with learning disabilities more time to process and understand information (3) students with learning disabilities feel more independent and confident with the structure and organization of online courses, (4) students with learning disabilities perceive a lack of interaction in online classes, and (5) instructors lack understanding and support of accommodations and students with learning disabilities. This study provides numerous opportunities for future research related to the topic and findings. The findings from this study may also provide context and insights for postsecondary institutions, faculty, student services personnel, and family of students with learning disabilities, as well as the students themselves.
Book Synopsis Examining the Perspectives of Students with Learning Disabilities Through Their Lived Experiences by : Hannah Weil Ehrli
Download or read book Examining the Perspectives of Students with Learning Disabilities Through Their Lived Experiences written by Hannah Weil Ehrli and published by . This book was released on 2015 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the perspectives of college students with learning disabilities through their lived experiences. Specifically, as they related to their high school learning experiences, their transition to higher education, and their continued academic and social support in higher education. The researcher gathered qualitative data to gain insight into the world of students with learning disabilities. The study consisted of a survey, focus group, and in-depth interviews. The data were reviewed in order to achieve a holistic picture of what the students' perceptions illustrate and to understand thematic commonalities from their lived experiences. The researcher hoped to shape possible effective instructional strategies and supports for students with learning disabilities in secondary and post-secondary educational experiences.
