Students with learning disabilities, including a reading comprehension learning disability, are attending higher education institutions at an increasing rate. As a result, higher education institutions will need to be prepared to accommodate these students, especially with those accommodations perceived as most valuable by the students who use them. This phenomenological study gave a voice to the lived experiences of eight Midwestern community college students diagnosed with a reading comprehension learning disability. Interviews with these students identified the perceived value of the accommodations they receive and how these accommodations contribute to their self-efficacy and perceptions of academic success. Study conclusions will provide institutions of higher education with knowledge as to the accommodations students diagnosed with a reading comprehension learning disability perceive as most valuable to their academic success.
|Commitee:||Beekley, Cynthia, Ed.D., Opp, Ronald, Poplin Gosetti, Penny, Welsch, Richard|
|School:||The University of Toledo|
|School Location:||United States -- Ohio|
|Source:||DAI-A 78/11(E), Dissertation Abstracts International|
|Subjects:||Adult education, Special education, Higher education|
|Keywords:||Academic success, Accommodations, Community college, Learning disabilities, Reading comprehension, Self-efficacy|
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