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dc.contributor.advisorSales, Amos P.en_US
dc.contributor.authorCowman, Phyllis Aaron
dc.creatorCowman, Phyllis Aaronen_US
dc.date.accessioned2011-12-06T13:57:49Z
dc.date.available2011-12-06T13:57:49Z
dc.date.issued2006en_US
dc.identifier.urihttp://hdl.handle.net/10150/195561
dc.description.abstractOpen-ended interview questions were asked to ten college freshmen with learning disabilities (LD) to provide the primary source of data in this qualitative study that was done to explore personal experiences of these students in transitioning from high school to a large university. Student participants were chosen based on meeting the criteria of having a diagnosed specific learning disability, having qualified and received special education services in high school, and at the time of the study were receiving accommodations through the Disability Resource Center (DRC) at the University of Arizona (UA). Students were further identified as members of a "successful" group with a first semester grade point average (GPA) of 3.0 or higher, or members of a "jeopardy" group with a first semester GPA of below 2.0 and the academic status of probation. This was done in order to ensure that I included the perceptions of students at the high and low range of academic status levels in this sample, not to compare or contrast the two groups. Interviews yielded information about student perceptions of barriers, attitudes, resources and assistive factors in the transition process. Data were analyzed to determine themes related to student success and difficulties. Suggestions for further research and information for future practice are offered.
dc.language.isoenen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectdisabilityen_US
dc.subjecttransitionen_US
dc.subjectLDen_US
dc.subjectpostsecondary educationen_US
dc.subjectcollegeen_US
dc.subjectstudentsen_US
dc.titlePersonal Experiences of College Students with Learning Disabilities in Transitioning from High School to College: Qualitative Analysisen_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.contributor.chairSales, Amos P.en_US
dc.identifier.oclc659746410en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberAleamoni, Lawrence M.en_US
dc.contributor.committeememberMather, Nancyen_US
dc.contributor.committeememberKroeger, Sueen_US
dc.identifier.proquest1860en_US
thesis.degree.disciplineSpecial Education & Rehabilitationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.namePh.D.en_US
refterms.dateFOA2018-08-25T09:18:22Z
html.description.abstractOpen-ended interview questions were asked to ten college freshmen with learning disabilities (LD) to provide the primary source of data in this qualitative study that was done to explore personal experiences of these students in transitioning from high school to a large university. Student participants were chosen based on meeting the criteria of having a diagnosed specific learning disability, having qualified and received special education services in high school, and at the time of the study were receiving accommodations through the Disability Resource Center (DRC) at the University of Arizona (UA). Students were further identified as members of a "successful" group with a first semester grade point average (GPA) of 3.0 or higher, or members of a "jeopardy" group with a first semester GPA of below 2.0 and the academic status of probation. This was done in order to ensure that I included the perceptions of students at the high and low range of academic status levels in this sample, not to compare or contrast the two groups. Interviews yielded information about student perceptions of barriers, attitudes, resources and assistive factors in the transition process. Data were analyzed to determine themes related to student success and difficulties. Suggestions for further research and information for future practice are offered.


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