Access Is Not Enough: Helping Students with Learning Disabilities and Learning-Affected Disorders Succeed in College Writing and Beyond

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Autor/in	Doyle, Brianna
Titel	Access Is Not Enough: Helping Students with Learning Disabilities and Learning-Affected Disorders Succeed in College Writing and Beyond
Quelle	(2022), (177 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana University of Pennsylvania
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2099-0108-2
Schlagwörter	Hochschulschrift; Dissertation; Learning Disabilities; Writing Instruction; Dyslexia; Attention Deficit Hyperactivity Disorder; Short Term Memory; Student Experience; Writing Processes; Technology Integration; Help Seeking; Social Bias; Negative Attitudes; Graduate Students; Undergraduate Students; Best Practices; Writing (Composition); Writing Strategies; Instructional Design; Electronic Learning; Teaching Methods; Student Attitudes; Disclosure + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Learning handicap; Lernbehinderung; Schreibunterricht; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Kurzzeitgedächtnis; Studienerfahrung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Negative Fixierung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schreibübung; Schreibtechnik; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten
Abstract	This dissertation explored the lived experiences of undergraduate and graduate students with learning disabilities and learning-affected disorders within the context of the college writing classroom. Utilizing a critical incident technique (CIT) framework, the dissertation inquired about the writing processes, learning styles, decisions regarding disclosure, and core memories related to the participants' learning and learning-affected disabilities. This study provides new insights into the planning and pedagogical strategies for college writing instructors through a disability studies lens. Through surveys and detailed follow-up interviews of students with dyslexia, ADHD, and short-term memory loss, this dissertation adds to the existing literature regarding the intersections of disability studies and composition. The study's findings are categorized under the following themes: (1) students with learning and learning-affected disabilities complete extra labor to find what works for their own learning and writing; (2) both positive and negative classroom and social experiences related to their learning and learning-affected disabilities created a lasting impact; (3) technology is beneficial in the learning and writing processes of students with learning and learning-affected disabilities; (4) there are mixed feelings regarding reaching out for help for students with learning and learning-affected disabilities; and (5) a stigma exists for students with learning and learning-affected disabilities. The findings presented allow for a deep discussion of three main themes: (1) diagnosis and disclosure decisions; (2) composition best practices; and (3) writing processes. Within each major theme, connections are made to the previous literature on composition pedagogy and disability to then present implications for teaching practices so that students with learning and learning-affected disabilities feel welcome, included, and heard in their writing classes. Implications include ideas related to universal design, online teaching and learning, and reimagining the process-based pedagogy. These implications can be of benefit to college faculty, staff, and students alike, as improved pedagogical strategies may encourage additional disclosure, leading students to get the help they deserve. [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	2024/1/01