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Factors influencing college success for students with learning disabilities attending a minority -serving institution

Joan Mueller Reed, University of Nebraska - Lincoln

Abstract

The purpose of this study was to understand factors influencing the successful participation of adults with learning disabilities in higher education. Data were collected through a series of three semi-structured interviews from a sample of ten students presenting verified learning disabilities and attending a minority-serving institution. The key emerging themes and patterns were identified from all thirty transcript analyses. ^ The findings, placed in the context of previous research into college success for students with learning disabilities, enabled recognition of a success model with five overarching themes: (A) A higher education institution committed to access and retention for disadvantaged students, reflected in a mission statement that included outreach to students from disadvantaged backgrounds; (B) The availability of student support services on campus; (C) A social safety net to compensate for low income (specifically, the state vocational rehabilitation agency); (D) The support and advocacy of family and teachers; and (E) A core of character strengths (specifically, persistence, optimism, and gratitude). ^ Implications and recommendations for future research were discussed. ^

Subject Area

Education, Administration|Education, Special|Education, Higher

Recommended Citation

Joan Mueller Reed, "Factors influencing college success for students with learning disabilities attending a minority -serving institution" (January 1, 2005). ETD collection for University of Nebraska - Lincoln. Paper AAI3163443.
http://digitalcommons.unl.edu/dissertations/AAI3163443

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