“If They Could See Me Now!”: College Students Reflect on Their Experiences as Special Education Students in the K-12 System*

Main Article Content

Lynne A. Kellner
Lisa Freden

Keywords

special education, expectations, meaning-making

Abstract

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.

Abstract 148 | PDF Downloads 30 Word Downloads 14 Text Downloads 31

References

Anzul, M., Evans, J. F., King, R., & Tellier-Robinson, D. (2001). Moving beyond a deficit perspective with qualitative research methods. Exceptional Children, 67(2), 235-249.

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.

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.