Reframing the Learning Disabilities Experience Redux

Reiff, Henry B.

doi:10.1111/j.1540-5826.2004.00103.x

Cited by 16 publications

(18 citation statements)

References 27 publications

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“…Amber, David, and Mary all revealed ambivalence -albeit in different degrees -toward their LD labels, feeling incomplete in some way (Olney and Kim 2001), falling short of normal (Reiff, 2004). For example, Amber considers herself "a bit" LD, wincing at a complete acceptance ("I feel it's such a harsh word"), but not significantly LD, and is willing to disclose her status when necessary, e.g.…”

Section: Contemplating Disability Integral To Identitymentioning

confidence: 89%

“…In early middle-age, she sees the fruits of her longtime journey ("I feel good about me"), yet knows there is still a distance to travel ("When I'm sitting home reading by myself, it's very hard"). Like the participants in Reiff's (2004) study, Mary is also philosophical about her LD, seeing it as a part of who she is, and the reason for many choices she is required to make. Arguably, Mary's desire to be educated has superseded other important aspects of life, including marriage and children.…”

Section: Contemplating Disability Integral To Identitymentioning

confidence: 95%

“…." Calling to mind the college students featured in the work of Reiff (2004) who all "reframe" their disability identity, Mary draws extensively from her own experience with LD to view it as a positive aspect of herself, integral to who she is. For instance, her work as a tutor in both Italian language and macrobiotic cooking is informed by her own experiences of disability.…”

Section: Academic Realmmentioning

confidence: 99%

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Actively navigating the transition into college: narratives of students with learning disabilities

Connor

2012

International Journal of Qualitative Studies in Education

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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. IntroductionPrior to the Education for All Handicapped Children Act in 1975, college attendance for students with learning disabilities (LD) was limited to a small number. 1 However, in the last three decades, the number of college students with LD has more than tripled (Stodden, Conway, and Chang 2009). By the mid-2000s, 23% of students with LD attended a 2-year college and 11% attended a 4-year college (Gregg 2009). Although the numbers represent increased access to college-level learning, only 28% of these students manage to graduate (Emery 2009). These statistics suggest that students with LD experience significant difficulties in attempting to successfully navigate college. It is common knowledge that typical students face new challenges transitioning from high school to college because they shift from a system where adults manage their lives to one of self-management. Due to the nature of their disability, students with LD are particularly vulnerable in making the school-to-college transition. These students must negotiate an additional constellation of disability-related challenges within the interconnected realms of academic demands, social expectations, and emotional/personal growth (Heiman and Kariv 2004).

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Section: Contemplating Disability Integral To Identitymentioning

confidence: 89%

Section: Contemplating Disability Integral To Identitymentioning

confidence: 95%

Section: Academic Realmmentioning

confidence: 99%

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Actively navigating the transition into college: narratives of students with learning disabilities

Connor

2012

International Journal of Qualitative Studies in Education

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“…The framework also appears in other works by the same authors (e.g., Gerber, Ginsberg, & Reiff, 1992;Reiff, 1998Reiff, , 2004Reiff, Gerber, & Ginsberg, 1997). Perhaps the most unique feature of this research is the pursuit of what could be termed expert knowledge in a disability context.…”

Section: A Framework Of Disability-specific Tactic Knowledgementioning

confidence: 48%

Deafness-Specific Tactic Knowledge: A New Understanding of Mental Health, and Social and Professional Participation

Jacobs¹

2012

Learning Disabilities

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“…A combination of self-knowledge and self-determination is also viewed as a factor in determining academic student success of students with LD (Getzel & Thoma, 2008), particularly when students recognize and work within their locus of control (Heiman, 2006). It is during college years that many students reflect upon and reframe their LD, viewing it not primarily as an academic deficit, but rather as an integral part of who they are and how they think (Reiff, 2004). Furthermore, each student develops coping mechanisms in managing the academic demands of college that are highly personal (Olney & Kim, 2001;Troiano, 2003).…”

Section: Student Perceptions Of Assimilation Into Academic Classesmentioning

confidence: 99%

Sink or Swim: Managing the Academic Transition to College for Students with Learning Disabilities

Connor

2013

Journal of College Student Retention: Research, Theory & Pr

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This article focuses on ways in which students with learning disabilities (LD) successfully self-manage the academic demands placed upon them when transitioning into college. Using a conceptual framework guided by Disability Studies in Education (DSE), the author analyzes experiences of 2 college students to: (1) identify student actions that contribute to academic success, and (2) capture to what degree students view disability being an integral part of their identity. The experiences of each participant are represented in story form, consisting of: an introduction, a narration of specific concerns in relation to college academics, and a description of ways the student strategizes to "stay afloat" and ultimately "survive" in the college environment. The subsequent discussion analyzes instances of student agency, the relationship between LD and identity, and the value of using a DSE approach in researching disability. Suggestions for further research are included. / CONNOR TRANSITION TO COLLEGE FOR STUDENTS WITH LEARNING DISABILITIES / 2712 A note on the language: scholars within DS deliberately use the term "disabled people" to signify that societal practices, attitudes, and inaccessible structures actively disable individuals with bodily impairments (Barnes, Mercer, & Shakespeare, 1999). I recognize that this is not people-first language required by APA. However, as some disabled people define themselves as such to make a political point, I believe the phraseology to be appropriate in the context of this article.

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Reframing the Learning Disabilities Experience Redux

Cited by 16 publications

References 27 publications

Actively navigating the transition into college: narratives of students with learning disabilities

Actively navigating the transition into college: narratives of students with learning disabilities

Deafness-Specific Tactic Knowledge: A New Understanding of Mental Health, and Social and Professional Participation

Sink or Swim: Managing the Academic Transition to College for Students with Learning Disabilities

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