| Sumario: | With poor retention and degree completion rates, students with learning disabilities present special challenges for postsecondary faculty. Although certain teaching strategies and accommodations have been found to ameliorate learning outcomes, little is known or understood about the lived experiences of this group of students. Faculty doubt their skills to teach these students with hidden and mysterious disabilities, and may avoid working with this population. To promote understanding, this study explored the past and present experiences of 14 postsecondary students with learning disabilities. Consistent themes emerged from the data, including lasting emotional scarring related to learning differently, and a resiliency buoyed by interpersonal relationships and social connectivity. Findings are discussed in terms of resiliency literature; suggestions for faculty are presented. Reprinted by permission of the publisher.
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