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Labeling Learning Disabilities: A Qualitative Analysis of Former Special Education Students’ Perceptions of their Educational Experiences
Ambler, Madelyn Ambler, Madelyn
Ambler, Madelyn
Ambler, Madelyn
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Abstract
Students who receive special education services are identified as having one of the 13 disabilities categories recognized by the Individuals with Disabilities Education Act. This identification allows for services such as educational, social-emotional, and/or behavioral supports. However, labeling students with a disability can also have detrimental effects on students. The purpose of this study was to investigate the perceptions of college students with previous individualized education programs (IEP) for learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD). This study utilized semi-structured interviews and basic qualitative methods to capture the experiences of five current college students at a public, regional university in the northeastern United States who had an IEP during their K-12 experience for LD and/or ADHD. Five themes emerged: (a) effects of labeling, (b) educational experiences, (c) receiving support, (d) others’ perceptions, and (e) self-perceptions. Findings support the need for educational initiatives to combat others’ negative perceptions of special education students, better explanations about special education services for students, and support for special education students who foster negative self-perceptions.
Title
Labeling Learning Disabilities: A Qualitative Analysis of Former Special Education Students’ Perceptions of their Educational Experiences
Date
2024-05-01
Subject
Learning disabilities
Attention-Deficit/Hyperactivity Disorder
Qualitative research
Attention-Deficit/Hyperactivity Disorder
Qualitative research
Material type
Collections
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amblermadelyn.pdf
Adobe PDF, 652.93 KB
Abstract
Students who receive special education services are identified as having one of the 13 disabilities categories recognized by the Individuals with Disabilities Education Act. This identification allows for services such as educational, social-emotional, and/or behavioral supports. However, labeling students with a disability can also have detrimental effects on students. The purpose of this study was to investigate the perceptions of college students with previous individualized education programs (IEP) for learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD). This study utilized semi-structured interviews and basic qualitative methods to capture the experiences of five current college students at a public, regional university in the northeastern United States who had an IEP during their K-12 experience for LD and/or ADHD. Five themes emerged: (a) effects of labeling, (b) educational experiences, (c) receiving support, (d) others’ perceptions, and (e) self-perceptions. Findings support the need for educational initiatives to combat others’ negative perceptions of special education students, better explanations about special education services for students, and support for special education students who foster negative self-perceptions.
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Location
Advisor
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Course
Department
Education
Degree
Bachelor of Arts (BA)