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

Abstract

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.

Dreaming college: Transition experiences of undergraduate students with disabilities

“…Previous studies have investigated ways in which self-determination enhances the quality of life of students with disabilities and the investment educators have made in nurturing it (e.g., Connor, 2013;Hetherington et al, 2010). The NLTS2 findings revealed that students between the ages of 13 and 15 had high expectations for the future but that few managed to realize their dreams (Katz & DeRose, 2010;Newman et al, 2009Newman et al, , 2011, often because they were never given chances to develop their intrinsic qualities (Deci & Ryan, 2008).…”

“…Habitually students with disabilities are held to low expectations, discriminated against, and referred to several behavior modification programs (Danforth, 2014). However, punishing students with disabilities for limited competencies does not consider the structural barriers they endure in educational institutions (Banks, 2014;Connor, 2012Connor, , 2013. Students with disabilities often lead highly controlled lives, increasing the necessity of intentionally nurturing their self-determination early on.…”

Degree Duration among Undergraduate Students with Disabilities

“…Although the IDEA and ADA have instilled strict accommodation requirements that University's must abide by, students with disabilities still are still experiencing the lowest retention rate out of any other student group (Connor, 2013). It is possible that despite IDEA and ADA Policy advances, students with disabilities are still taking longer to complete undergraduate degree requirements in comparison to other student groups.…”

“…Past education and disability research focus on the specific academic barriers faced by students who have disabilities (Holmes & Silvestri, 2019;Connor, 2013). Many of these specific barriers relate to accessibility, academic performance, and socio-emotional aspects (Grigal et al, 2019;Hein et al, 2012;Connor 2013). However, past literature reflects that there are few studies that analyze the length of time it takes students with disabilities to complete undergraduate requirements in comparison to their non-disabled peers.…”

Researching Students with Disabilities: The Importance of Critical Perspectives

“…Social identities such as race, class, and gender influence how students will respond to their disabilities and how society responds to them (Davis, ; Devlin & Pothier, ; Jones, ). Likewise, the levels and types of support available to K–12 students with disabilities are shaped by factors such as parental advocacy, school district resources, and student self‐determination (Connor, ; Eckes & Ochoa, ; Murray, Lombardi, Bender, & Gerdes, ). The intersections of these sociopolitical, social class, and human capital resources set the stage for postsecondary experiences.…”