Literaturnachweis - Detailanzeige
Autor/in | Connor, David J. |
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Titel | Actively Navigating the Transition into College: Narratives of Students with Learning Disabilities |
Quelle | In: International Journal of Qualitative Studies in Education (QSE), 25 (2012) 8, S.1005-1036 (32 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0951-8398 |
DOI | 10.1080/09518398.2011.590158 |
Schlagwörter | Learning Disabilities; College Students; Accessibility (for Disabled); Student Experience; Special Needs Students; Developmental Studies Programs; Transitional Programs; Personal Narratives; Achievement Need; Coping; Change Strategies; Emotional Development; Individual Development; Social Development; Urban Environment; Interviews; Academic Achievement Learning handicap; Lernbehinderung; Collegestudent; Accessibility; Zugänglichkeit; Studienerfahrung; Sonderpädagogischer Förderbedarf; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Erlebniserzählung; Bewältigung; Lösungsstrategie; Gefühlsbildung; Individuelle Entwicklung; Soziale Entwicklung; Stadtökologie; Interviewing; Interviewtechnik; Schulleistung |
Abstract | Students with learning disabilities (LD) are particularly vulnerable in making the school-to-college transition where they negotiate a complex constellation of challenges that include academic demands, social expectations, and emotional/personal growth. Although a substantial body of knowledge exists about college students with LD, it is largely predicated upon both extrinsic supports available to ensure a successful transition into college and ways to maintain that success. In contrast, intrinsic knowledge as the basis of agency exerted by individuals with LD to strategize for their own success has received comparatively little attention. This study uses narrative methodology guided by a theoretical framework of disability studies, to render three nuanced portraits of college students with LD. Participants demonstrate ways in which they manage to navigate the academic, social, and emotional/personal realms when transitioning into college. In doing so, they reveal instances of self-knowledge that are often hidden or overlooked, revealing numerous instances of agency. (Contains 2 tables and 3 notes.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |