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Factors influencing college success for students with learning disabilities attending a minority -serving institution
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
Higher education|School administration|Special education
Recommended Citation
Reed, Joan Mueller, "Factors influencing college success for students with learning disabilities attending a minority -serving institution" (2005). ETD collection for University of Nebraska-Lincoln. AAI3163443.
https://digitalcommons.unl.edu/dissertations/AAI3163443