The Experiences of Students with Learning Disabilities in a College Success Course: What is Working and What is Not

Simple item page
cityu.schoolSchool of Education and Leadership
cityu.siteSeattle
cityu.site.countryUnited States
dc.contributor.authorDiedrich, Darell
dc.date.accessioned2022-05-04T23:17:29Z
dc.date.available2022-05-04T23:17:29Z
dc.date.issued2022-02-16
dc.description.abstractThe problem addressed in this study is how a College Success course might reverse the trend of lower graduation rates for students with learning disabilities (LDs) who attend a Colorado institution of higher education. Students with LDs graduate at lower rates than the general population, but it is unclear how a College Success course contributes to the reversal of this trend. This qualitative study was centered on determining how students with LDs who have completed a College Success course view their experiences in a course that is designed to help them transition through their studies. Three participants were selected through the judgment sample approach to provide maximum variation in the data; this method allowed for the exploration of students with LDs and their perspectives from a variety of College Success course designs. To help gather more participants for this study, I moved to snowball sampling, but it did not produce additional participants. The research question was addressed by implementing the narrative inquiry design. The participants' stories were recorded through Zoom and transcribed using Rev.com. Once transcripts were reviewed and approved by the participants, coding was done through Atlas.ti9, color-coded, and organized by theme to address each research question. The participants reported that though their College Success course did not meet all their needs as a student, it was useful in its content, and the course design worked with their LD. It was concluded that students with LDs found value in their College Success courses, but more could be done to support their learning. It is recommended that institutional leaders apply the information from this study to change faculty attitudes toward providing students with LD accommodations, design their College Success courses to include a broad range of outcomes, and work toward removing the stigma of students using accommodations. It is recommended that further research be done on the experiences of students with LDs in a College Success course at more institutions, on faculty perceptions about accommodations, and on why students with LDs might be hesitant to reveal their specific learning disability.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/1762
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.subjectstudents with learning disabilities
dc.subjectinstitutional leadership
dc.subjectlearning disabilities
dc.titleThe Experiences of Students with Learning Disabilities in a College Success Course: What is Working and What is Not
dc.typeDissertation
thesis.degree.disciplineLeadership in Education
thesis.degree.grantorCity University of Seattle (CityU)
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education
Files
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
DarellDiedrichDissertation.pdf
Size:
631.7 KB
Format:
Adobe Portable Document Format
Description:
Darell Diedrich Dissertation
Download
Collections
CityU Scholarly Work (Restricted)