Actively Navigating the Transition into College: Narratives of Students with Learning Disabilities

Autor/in	Connor, David J.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10