Transitioning to Postsecondary Education With a Learning Disability: Identifying Similarities and Gaps Between First-Hand Experiences and University Transition Programs
DOI:
https://doi.org/10.28987/ijrld.5.2.55Keywords:
Learning disabilities, transition, postsecondary education, universityAbstract
The transition to postsecondary education is accompanied by several social, emotional, and academic challenges, but poses a unique challenge for students with learning disabilities (LD). There is a dearth of research examining the mechanisms that support a positive transition from the perspective of those with LD. Eight first-year university students diagnosed with an LD participated in individual interviews on several key themes: (a) LD and self-esteem/image; (b) accommodations; (c) support networks; and (d) mental health vulnerabilities. In addition, 10 university transition programs across Ontario, Canada, were analyzed. The programs’ main objectives included access to resources, social connections, and time and stress management. Results indicated several overlaps between student perspectives and those of universities. However, gaps remain regarding the importance of self-esteem, stigmatization of disability, and mental health. By understanding the mechanisms that contribute to a positive transition, university programs can adopt useful strategies to help support students with LD.
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Copyright (c) 2023 Emma Peddigrew , John McNamara , Naomi C. Z. Andrews , Samantha Sendzik-Sinclair
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