In a Class Called Special: An Autoethnography

Autor/in	White, Isaiah L.
Titel	In a Class Called Special: An Autoethnography
Quelle	(2019), (134 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilmington University (Delaware)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-4775-7
Schlagwörter	Hochschulschrift; Dissertation; Special Education; Students with Disabilities; Learning Disabilities; Student Experience; Learning Experience; Disability Identification; Tests; Bullying; Self Determination; Academic Persistence; Personal Narratives; Autobiographies; Ethnography; Elementary Secondary Education; Higher Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Studienerfahrung; Lernerfahrung; Examination; Prüfung; Examen; Mobbing; Selbstbestimmung; Erlebniserzählung; Autobiography; Autobiografie; Autobiographie; Ethnografie; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The focus of this paper is to examine the complexities and problems of trying to learn with a learning disability. This paper is presented as an autoethnography to provide a personal account of my experiences as a student in elementary school, high school, and college; to get an inside look at learning disabilities, using myself as the subject and researcher. This is written in the first person to not lose the power of my voice. The goal of this research is twofold: to furnish institutions of learning with an inside view of a student who faced these struggles; and to inspire students who have had similar experiences to learn from these experiences. This study provides a detailed and unique perspective on how teachers, doctors, and family identified my learning disability. It looks at the experiences and relationships, both positive and negative, that developed with other students, educators, school officials, family, and counselors. In addition, the paper addresses the success or failure of the support I received as I transitioned through different stages of my education. The chapters take the reader from my earliest learnings to my success in college and moving forward with my understanding of learning disabilities. In this study, I reflect on my experiences as I transitioned through grades while being observed, evaluated, tested, and bullied. Through this reflection, a deeper look at the process that students with a learning disability go through will emerge. Looking into this will give others a better understanding of the obstacles and challenges I faced; and how my determination guided me through completing my education. Most important, this paper portrays to others with learning disabilities that quitting is not an option. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01