Experiences of Students with Learning Disabilities in Ontario Universities: A Case Study

Autor/inn/en	Fullarton, Stephanie; Duquette, Cheryll
Titel	Experiences of Students with Learning Disabilities in Ontario Universities: A Case Study
Quelle	In: International Journal of Special Education, 31 (2016) 1, S.55-66 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Foreign Countries; Case Studies; Learning Disabilities; Student Experience; Qualitative Research; Individual Characteristics; Institutional Characteristics; Barriers; Interviews; Academic Achievement; College Students; Achievement Need; Social Support Groups; Accessibility (for Disabled); Canada + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Learning handicap; Lernbehinderung; Studienerfahrung; Qualitative Forschung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Interviewing; Interviewtechnik; Schulleistung; Collegestudent; Social support; Soziale Unterstützung; Accessibility; Zugänglichkeit; Kanada
Abstract	This qualitative study examines the university experiences of four students with learning disabilities (LDs) in Ontario. The research focuses on individual and institutional barriers and facilitators, as well as social supports. Using a case study design, a series of three in-depth interviews were conducted with the participants. The findings showed that although the students' LDs could compromise their academic performance in university, they made use of the accommodations and services available to them and did well. In contrast to other research, these participants did not encounter any institutional barriers (i.e., professors' negative attitudes towards granting accommodations). Though they had all developed individual capacities that were important to their success, the students revealed that without a facilitating environment, they would not have achieved high grades. In this study, social supports were less important facilitators than individual capacities and institutional support. It is recommended that postsecondary institutions manage exam accommodations, thereby guaranteeing the opportunity for students with LDs to realize their academic potential. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialed.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01