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What Factors Contribute to the Persistence of Adults with Learning Disabilities Sustaining Enrollment in College?

Milner, Michelle R.
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1523572109516428

Abstract Details

2018, Doctor of Education (EdD), Ohio University, Educational Administration (Education).
This study focused on what persistent factors contribute to adults with learning disabilities sustaining enrollment in college. The number of students who enter higher education programs with learning disabilities continues to increase (Eckes & Ochoa, 2005; Madaus & Shaw, 2006; Newman, Wagner, Cameto, & Knokey, 2009). This study explored approaches for meeting the unique needs of students with disabilities by examining their experiences, and their efforts of earning a college degree. While also including their parents’ perspectives, the observed information offers suggestions that may help sustain a more fluid transition from the K-12 setting to a postsecondary college environment for other students. To understand these experiences, in-depth, face-to-face interviews were conducted with five young adults with learning disabilities, and their parents. Information gained from this qualitative case study provided pertinent insights for future students with learning disabilities when preparing to attend a postsecondary college environment. This research also provides insights regarding how students with disabilities can access and use disability services on college campuses, what kind of individual characteristics a person needs to help promote persistence (self advocacy and self-determination), and lastly, what impact did their parents have on their persistence to complete their degree. In addition to interviews, campus visits were made to each of the participant’s prospective colleges to compare the differences and similarities from what the office of disability services advertised to what each participant experienced while on those campuses.
Dwan Robinson (Committee Chair)
Krisanna Machtmes (Committee Member)
Leena Landmark (Committee Member)
Scott Sparks (Committee Member)
254 p.
Adult Education; Continuing Education; Education; Educational Leadership; Secondary Education; Special Education
Postsecondary College; Learning Disabilities; Persistence in College; Adults with Learning Disabilities; Access to Disability Services; College Sustainment for LD students; Factors that Contribute to Persistence

Recommended Citations

Citations

  • Milner, M. R. (2018). What Factors Contribute to the Persistence of Adults with Learning Disabilities Sustaining Enrollment in College? [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1523572109516428

    APA Style (7th edition)

  • Milner, Michelle. What Factors Contribute to the Persistence of Adults with Learning Disabilities Sustaining Enrollment in College? 2018. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1523572109516428.

    MLA Style (8th edition)

  • Milner, Michelle. "What Factors Contribute to the Persistence of Adults with Learning Disabilities Sustaining Enrollment in College?" Doctoral dissertation, Ohio University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1523572109516428

    Chicago Manual of Style (17th edition)

ohiou1523572109516428
514
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This open access ETD is published by Ohio University and OhioLINK.