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ERIC Number: EJ817615
Record Type: Journal
Publication Date: 2008
Pages: 11
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-0885-7288
Academic Identity Development through Self-Determination: Successful College Students with Learning Disabilities
Anctil, Tina M.; Ishikawa, Michele E.; Tao Scott, Amy
Career Development for Exceptional Individuals, v31 n3 p164-174 2008
This study provides a model of academic identity development for college students with learning disabilities from the integrative self-determination themes of persistence, competence, career decision making, and self-realization. Nineteen self-determined and high-achieving participants were interviewed. The participants' stories illustrate how persistence influences competence, which in turn influences career decision making and ultimately enhances self-realization and supports one's academic identity. Knowledge of one's learning disability, along with self-advocacy and conflict resolution skills, improved the students' ability to obtain academic accommodations in college settings. Secondary education implications include the importance of providing opportunities for students to (a) acquire self-knowledge about their disability, (b) autonomously practice self-advocacy with teachers, and (c) develop conflict resolution skills within the context of academic accommodation requests. (Contains 3 tables and 1 figure.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Secondary Education
Audience: Students
Language: English
Sponsor: N/A
Authoring Institution: N/A