Youth Leaders With Learning Disabilities and Their Decision to Enroll in Higher Education

IF 1.6 3区 教育学 Q2 EDUCATION, SPECIAL Career Development and Transition for Exceptional Individuals Pub Date : 2022-02-20 DOI:10.1177/21651434221076063
J. McNaught, Elizabeth M. Pope
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Abstract

Students with learning disabilities (LD) have not kept pace with peers without disabilities regarding enrollment in postsecondary education. The purpose of this study was to explore the experiences of I’m Determined youth leaders with LD who have enrolled in higher education. Participation led to structured experiences and opportunities to practice self-determined behaviors in an environment built to support the development of autonomy, competence, and relatedness. The three major themes identified (struggle, community, and resilience) corresponded with experiences before, during, and after participation in I’m Determined. The major theme of struggle encompassed experiences at school and not understanding their disability. The theme of community affected participants in the context of disability awareness and opportunity. Resilience necessitated a change in mindset and the ability to overcome barriers. Altering classroom environments to support autonomy, competence, and relatedness is one way to reproduce the supports that led to these participants’ success.
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有学习障碍的青年领导者及其接受高等教育的决定
在接受高等教育方面,有学习障碍的学生没有跟上其他无残疾学生的步伐。摘要本研究旨在探讨“我是坚定的青年领袖”在接受高等教育后的经验。参与带来了结构化的经验和机会,在一个支持自主、能力和关系发展的环境中实践自我决定的行为。确定的三个主要主题(斗争、社区和恢复力)与参与“我决心”之前、期间和之后的经历相对应。挣扎的主要主题包括在学校的经历和不了解他们的残疾。主题是社区影响参与者在残疾意识和机会的背景下。韧性需要心态的改变和克服障碍的能力。改变课堂环境以支持自主性、能力和相关性是重现导致这些参与者成功的支持的一种方法。
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来源期刊
CiteScore
5.40
自引率
15.20%
发文量
24
期刊介绍: Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development for persons with documented disabilities and special needs. CDTEI focuses on the life roles of individuals as students, workers, consumers, family members, and citizens. Articles cover qualitative and quantitative research, scholarly reviews, and program descriptions and evaluations. Published by the Hammill Institute on Disabilities and SAGE in association with the Division on Career Development and Transition of The Council for Exceptional Children.
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