“People Like Me Don't Go to College:” The Legacy of Learning Disability.
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 experience...
| Publicado en: | Journal of Ethnographic & Qualitative Research Vol. 4; no. 4; pp. 213 - 226 |
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| Formato: | Artículo |
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Michael Firmin, PhD
Summer 2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=510895762&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510895762 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 19353308 44W1 jtl: Journal of Ethnographic & Qualitative Research issn: 19353308 maglogo: N pubinfo: dt: Summer 2010 vid: 4 iid: 4 pid: 37839 pub: Michael Firmin, PhD artinfo: ui: 510895762 ppf: 213 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P size: 154KB tig: atl: “People Like Me Don't Go to College:” The Legacy of Learning Disability. aug: au: Orr, Ann C. Goodman, Nicole su: Psychological adaptation People with learning disabilities Education of people with learning disabilities College student adjustment sug: subj: Psychological adaptation People with learning disabilities Education of people with learning disabilities College student adjustment ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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