Marginality and Mattering: The Experiences of Students With Learning Disabilities on the College Campus

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Author(s): Wanda Hadley (Western Michigan University, USA), Jennifer Hsu (Grand Valley State University, USA), Mark Antony Addison (Western Michigan University, USA)and Donna Talbot (Western Michigan University, USA)
Copyright: 2020
Pages: 14
Source title: Accessibility and Diversity in Education: Breakthroughs in Research and Practice
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-1213-5.ch020

Keywords: Curriculum Development and Instructional Design / Gender & Diversity / Information Science Reference / Medicine & Healthcare

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Abstract

Students with learning disabilities are the fastest growing at-risk population transitioning to higher education institutions. This chapter explores the academic adjustment issues students with learning disabilities experience in their transition to the college environment. Their experiences are explored and reported through the context of student development theory of marginalization. The chapter discusses students' access and adjustment to the campus culture and how this experience influences their identity development.

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Marginality and Mattering: The Experiences of Students With Learning Disabilities on the College Campus

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