“If They Could See Me Now!”: College Students Reflect on Their Experiences as Special Education Students in the K-12 System*
Main Article Content
special education, expectations, meaning-making
The current study examined the experiences of six students with learning disabilities in a four-year public, liberal arts college and discusses the meaning they attributed to their previous identification as special education students while in the K-12 system. Data was gathered through a semi-structured interview, questionnaire, and a sentence stem structure. A qualitative approach was used and results were analyzed using principles of content analysis. Themes emerging as noteworthy were: (a) the effect on relationships with peers, (b) lack of developmental knowledge by school support staff, (c) family support, and (d) the challenges of upholding expectations.
Austin, J. F. (2000). The role of parents as advocates for the transition rights of their disabled youth. Disability Studies Quarterly, 20(4), 530-539. Retrieved July 12, 2005, from http://www.dsq-sds.org
Baglieri, S., & Knopf, J. H. (2004). Normalizing differences in inclusive teaching. Journal of Learning Disabilities, 37(6), 525-529.
Bruck, M. (1986). Social and emotional adjustments of learning disabled children: A review of the issues. In S. J. Ceci (Ed.), Handbook of cognitive, social, and neuropsychological aspects of learning disabilities: Vol. 1 (pp. 361-380). Hillsdale, NJ: Erlbaum.
Bruck, M. (1987). The adult outcomes of children with learning disabilities. Annals of Dyslexia, 37, 252-263.
Council for Learning Disabilities. (2004). College opportunities for students with learning disabilities. Retrieved July 12, 2005, from http://www.cldinternational.org/c/@HVquIKoasLBUM/Pages/college.html
Dole, S. (2000). The implications of the risk and resilience literature for gifted students with learning disabilities. Roeper Review, 23(2), 91-96.
Evans, J. F. (1998). Changing the lens: A position paper on the value of qualitative research methodology as a mode of inquiry in the education of the deaf. Annals of the Deaf, 143(3), 246-254.
Farrell, W. C., Jr., Sapp, M., Johnson, J. H., Jr., & Pollard, D. S. (1994). Assessing college aspirations among at-risk high school students: A principal component analysis. The High School Journal, 77, 294-303.
Foucault, M. (1983). The subject and power. In H. L. Dreyfus & P. Rabinow (Eds.), Michel Foucault: Beyond structuralism and hermeneutics (pp. 208-226). Chicago: University of Chicago Press.
Friedman, S. (Ed.). (1997). The new language of change: Constructive collaboration in psychotherapy. New York: Guilford Publications.
Galvin, R., & Hons, B. A. (2003). The making of the disabled identity: A linguistic analysis of marginalization. Disability Studies Quarterly, 23(2), 149-178.
George Washington University HEATH Resource Center. (2004). Improving postsecondary options and outcomes for students with intellectual disabilities: An interagency collaboration. Retrieved July 12, 2004, from http://www.heath.gwu.edu/?pdfs/collegefreshmen.pdf
Gerber, P. J., & Reiff, H. B. (1991). Speaking for themselves: Ethnographic interviews with adults with learning disabilities. Ann Arbor, MI: University of Michigan Press.
Gergen, K. J. (1999). An invitation to social construction. London: Sage Publications.
Goldberg, R. J., & Herman, K. L. (1993). An exploration of risk and resilience in the lives of individuals with learning disabilities. Learning Disabilities Research and Practice, 8, 11-18.
Greenbaum, B., Graham, S., & Scales, W. (1995). Adults with learning disabilities: Educational and social experiences during college. Exceptional Children, 61, 460-471.
Lichtenstein, S. (1993). Transitions from school to adulthood: Case studies of adults with learning disabilities who dropped out of school. Exceptional Children, 59(4), 336-347.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills: Sage Publications.
McLeod, J. (1996). The emerging narrative approach to counseling and psychotherapy. British Journal of Guidance and Counselling, 96(2), 173-184.
Mitchell, B. (1988). Who chooses? In National Information Center for Children and Youth with Handicaps (Ed.), Transition Summary, (No. 5, pp. 4-5). Washington, DC: National Information Center for Children and Youth with Handicaps.
National Institute for Literacy. (2004). Learning disabilities and educational attainment. Retrieved July 12, 2004, from http://www.nifl.gov/nifl/facts/learning_disabilities.html
Palladino, P., Poli, P., Masi, G., & Marcheschi, M. (2000). The relationship between metacognition and depressive symptoms in preadolescents with learning disabilities: Data in support of Borkowski’s model. Learning Disabilities Research and Practice, 15(3), 142-148.
Patwell, M., & Herzog, A. (2000). Bridging the gap: A disability services perspective on transition. Disability Studies Quarterly, 20(4). Retrieved July 12, 2005, from http://www.dsq-sds.org
Priestley, M. (2003). Symposium on disability and the life course: Introduction to the symposium. Disability Studies Quarterly, 23(2), 1-5.
Scranton, T. R., & Ryckman, D. B. (1979). Sociometric status of learning disabled children in an integrative program. Journal of Learning Disabilities, 12(6), 49-54.
Skrtic, T. M., & Sailor, W. (1996). Voice, collaboration, and inclusion. Remedial and Special Education, 17(3), 142-157.
Spekman, N. J., Goldberg, R. J., & Herman, K. L. (1992). Learning disabled children grow up: A search for factors related to success in the young adults years. Learning Disabilities Research and Practice, 7, 161-170.
Stevenson, R. A. (2003). Wraparound Services. School Administrator, 60(3), 24-25, 27.
Triano, S. L. (2000). Categorical eligibility for special education: The enshrinement of the medical model in disability policy. Disability Studies Quarterly, 20(4). Retrieved July 12, 2005, from http://www.dsq-sds.org
Vogel, S. A., Hruby, P. J., & Adelman, P. B. (1993). Educational and psychological factors in successful and unsuccessful college students with learning disabilities. Learning Disabilities Research and Practice, 8(1), 35-43.
Werner, E. (1989). High-risk children in young adulthood: A longitudinal study from birth to 32 years. American Journal of Orthopsychiatry, 59(1), 72-81.
Werner, E. E. (1993). Risk and resilience in individuals with learning disabilities: Lessons learned from the Kauai longitudinal study. Learning Disabilities Research and Practice, 8(1), 28-34.