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Transitioning Students with Learning...

Larmond, Deborah.

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Transitioning Students with Learning Disabilities to Postsecondary Education: A Qualitative Phenomenological Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Transitioning Students with Learning Disabilities to Postsecondary Education: A Qualitative Phenomenological Study./
Author:	Larmond, Deborah.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	196 p.
Notes:	Source: Dissertations Abstracts International, Volume: 79-10, Section: A.
Contained By:	Dissertations Abstracts International79-10A.
Subject:	Disability studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10752410
ISBN:	9780355808162

Transitioning Students with Learning Disabilities to Postsecondary Education: A Qualitative Phenomenological Study.
Larmond, Deborah.

Transitioning Students with Learning Disabilities to Postsecondary Education: A Qualitative Phenomenological Study. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 196 p.

Source: Dissertations Abstracts International, Volume: 79-10, Section: A.

Thesis (Ed.D.)--University of Phoenix, 2017.

This item must not be sold to any third party vendors.

The purpose of this qualitative, phenomenological study was to better understand the lived experiences of students with learning disabilities who have transitioned to postsecondary education in Alberta, Canada and the meaning students attribute to those experiences. A semi-structured interview format with open-ended questions was used to explore the lived experience and meaning of 10 students with a learning disability who have transitioned to postsecondary education. Interpretive phenomenological analysis was employed to develop themes and ascribe meaning to the experiences from the participant's context. Two distinct timelines emerged from the data with three themes per timeline: (a) pre-high school graduation included accepting my learning disability, I am different; I learn differently, and strategies and (b) post high school graduation included shift in mindset, strategies, and transformative attributes. The findings of this study support the extant literature and offer the perspective that the transition to postsecondary education is a continuum of psychological changes and the development of attributes and learning competencies that begin at the time of diagnosis in elementary school.

ISBN: 9780355808162Subjects--Topical Terms:

543687
Disability studies.

Transitioning Students with Learning Disabilities to Postsecondary Education: A Qualitative Phenomenological Study.
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520 $a The purpose of this qualitative, phenomenological study was to better understand the lived experiences of students with learning disabilities who have transitioned to postsecondary education in Alberta, Canada and the meaning students attribute to those experiences. A semi-structured interview format with open-ended questions was used to explore the lived experience and meaning of 10 students with a learning disability who have transitioned to postsecondary education. Interpretive phenomenological analysis was employed to develop themes and ascribe meaning to the experiences from the participant's context. Two distinct timelines emerged from the data with three themes per timeline: (a) pre-high school graduation included accepting my learning disability, I am different; I learn differently, and strategies and (b) post high school graduation included shift in mindset, strategies, and transformative attributes. The findings of this study support the extant literature and offer the perspective that the transition to postsecondary education is a continuum of psychological changes and the development of attributes and learning competencies that begin at the time of diagnosis in elementary school.
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