Youth Leaders With Learning Disabilities and Their Decision to Enroll in Higher Education

Abstract

Students with learning disabilities (LD) have not kept pace with peers without disabilities regarding enrollment in postsecondary education. The purpose of this study was to explore the experiences of I’m Determined youth leaders with LD who have enrolled in higher education. Participation led to structured experiences and opportunities to practice self-determined behaviors in an environment built to support the development of autonomy, competence, and relatedness. The three major themes identified (struggle, community, and resilience) corresponded with experiences before, during, and after participation in I’m Determined. The major theme of struggle encompassed experiences at school and not understanding their disability. The theme of community affected participants in the context of disability awareness and opportunity. Resilience necessitated a change in mindset and the ability to overcome barriers. Altering classroom environments to support autonomy, competence, and relatedness is one way to reproduce the supports that led to these participants’ success.

Increasing Self-Determination for Students with Disabilities Using the Ask.Explore.Connect Discussion Tool

“…Self-determination requires that students have selfawareness and self-knowledge of their specific strengths and needs and available resources to advocate appropriately for themselves as they work toward post-high school goals. Self-determination is accepted as critical for students to make a successful transition to life after high school (Carter et al, 2011;McNaught & Pope, 2022;Morgan & Riesen, 2016). Students who have self-determination skills are better able to set goals, solve problems, make choices, and realize consequences of those actions (Mazzotti et al, 2021).…”