Actively navigating the transition into college: narratives of students with learning disabilities

Abstract

Students with learning disabilities (LD) are particularly vulnerable in making the school-to-college transition where they negotiate a complex constellation of challenges that include academic demands, social expectations, and emotional/personal growth. Although a substantial body of knowledge exists about college students with LD, it is largely predicated upon both extrinsic supports available to ensure a successful transition into college and ways to maintain that success. In contrast, intrinsic knowledge as the basis of agency exerted by individuals with LD to strategize for their own success has received comparatively little attention. This study uses narrative methodology guided by a theoretical framework of disability studies, to render three nuanced portraits of college students with LD. Participants demonstrate ways in which they manage to navigate the academic, social, and emotional/personal realms when transitioning into college. In doing so, they reveal instances of self-knowledge that are often hidden or overlooked, revealing numerous instances of agency.

Keywords:

• college
• learning disability
• narrative
• disability studies

Notes

1. In this study, the concept of LD adheres to federal definitions and also incorporates related/overlapping conditions such as Attention Deficit Disorder, Attention Deficit Hyperactivity Disorder, and Asperger’s syndrome.

2. Please note that other studies of interest outside of the 2002–2009 parameter were included.

3. An Academic Support Plan, created with academic specialists working within the Office of Student Support Services, documents a student’s needs and is the basis for ongoing discussions between students and professional support staff.