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ERIC Number: ED554929
Record Type: Non-Journal
Publication Date: 2012
Pages: 153
Abstractor: As Provided
ISBN: 978-1-3031-4962-7
A Study of Perceived Admission and Achievement Barriers of Learning-Disabled Students in Postsecondary Institutions
Lamberg, Catherine Denise
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
Learning-disabled students face ongoing challenges in higher education. Despite efforts to promote recruitment and retention of students with learning disabilities to trade schools, colleges, and universities, barriers to enrollment and academic achievement persist. Barriers for learning-disabled students are not fully understood and might be affected by societal and cultural issues found in the postsecondary academic environment, in addition to the students' own neurological deficits. To better understand how students with learning disabilities perceive their academic experiences and might be affected by barriers with the postsecondary institution, new research was needed to collect the experiences, perceptions, and beliefs of students with learning disabilities and how they had been affected during their time in postsecondary education. The research study has applied a qualitative phenomenological design using semi-structured interviews to gather and analyze data from 20 students with learning disabilities currently enrolled in postsecondary educational institutions in southern Illinois. Findings from the study have revealed that students with learning disabilities who have pursued postsecondary education are likely to contrast their experiences to high school and are likely to suppress disclosure of their learning disabilities to teachers and peers. Participants reported a lack of bullying behaviors among peers who did know about their learning disabilities; participants also reported that support for any problems they faced as a result of their learning disabilities was offered through the university. Past and present negative experiences with peers, teachers, and administrators had a chilling effect on learning-disabled students' willingness to seek assistance and overcome institutional and academic barriers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Postsecondary Education; Higher Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois