Learning disabled graduate students, a life history of learners and their learning

grantor: University of TorontoAn extensive review of the literature suggests that as students with learning disabilities age, the effects of their learning disabilities persist into adulthood. Despite the fact that more students with learning disabilities are now reaching higher levels of formal education-due to increased awareness and service provision in childhood and adolescence-relatively little is known about the ways in which to approach and assist this population. Preliminary studies indicate that though legally mandated to do so, an insufficient number of colleges and universities are prepared to offer appropriate guidance and support to students with learning disabilities, particularly as they enter post-graduate or professional programs of study. Authors suggest that more study is needed into the ways in which adults with learning disabilities succeed and into the special needs which they have as students in the higher end of programs. It is suggested that qualitative methods are best suited for this type of inquiry, as they are able to capture the nature of the phenomenon and more likely to generate models of common growth and need. This study examines the learning lives of six students, all of whom reached various levels of study at the graduate level and who were at some point, identified as learning disabled. Using Life History Methodology as the primary means of inquiry, participants were asked to recall their learning, the role of significant others in their learning and the means by which they overcame the effects of their learning roadblocks. Advice to teachers and allied professionals, parents, educational institutions and future students with learning disabilities were offered by participants in light of their and perceived needs. Special attention was focused on the graduate studies experience, since little is known of the relationship between this and the target population. From them interviews, a panoramic view of the trajectory of common experience and insight emerged. Similarities in the cognitive and affective domains were noted as were reactions to institutional structures and outside support systems. A set of evaluative comments emerged on the nature of key players in the lives of students with learning disabilities and how they affected the learning experience. These experiences are compared and contrasted with literature relevant to the population and to those covering learning and psychological experience in a wider domain. Recommendations to future learners, educational systems and professionals, parents and graduate programs are included.Ph.D