An interpretative phenomenological exploration of succesful students with learning disabilities enrolled in post-secondary education

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dc.contributor.advisorStrong, Tom
dc.contributor.advisorWillment, Jo-Anne
dc.contributor.authorO'Rourke, Sally E.
dc.date.accessioned2017-12-18T22:24:59Z
dc.date.available2017-12-18T22:24:59Z
dc.date.issued2011
dc.descriptionBibliography: p. 149-161en
dc.descriptionIncludes copies of ethics and research approval. Original copies with original Partial Copyright Licence.en
dc.description.abstractA growing population of students with learning disabilities is evident on higher education campuses today (Henderson, 2001). The rates of attendance at post-secondary institutions have increased in recent years (e.g. Hartman-Hall & Haaga, 2002), and so has the necessity of recognizing and supporting the learning needs of this unique population. In addition, there is limited qualitative research examining the lived experience of being a successful university student with a learning disability in Canada. The purpose of this phenomenological study was to obtain descriptions of the meaning for several individuals of their experience of being a successful student with a learning disability and attending a post-secondary institution. Phenomenology is well­suited to explore the issues and meanings attributed to the experiences of individuals with disabilities in that it endeavors to understand their personal life story (van Manen, 1990). The primary research question in this study was: How do successful students diagnosed with a learning disability describe their experience as a student enrolled in a post-secondary institution? Of primary interest in this investigation are the understandings and experiences of post-secondary students who have learning disabilities and self-identify as being 'successful' in an academic context. University students who have the personal, first-hand experience of a learning disability, self-identify as a successful student, were attending a post-secondary institution, and were registered at a university Disability Resource Center were invited to participate in this study. Data was gathered primarily in one to two semi-structured, open-ended interviews, and transcribed verbatim, examined for significant phrases, and clustered into themes on the basis of commonality of topics. Data was analyzed in detail using interpretative phenomenological analysis as described by Smith & Osborne (2003), Smith (1996; 2004), and Smith, Flowers & Larkin (2009). The results of the study indicated how students with disabilities in university settings perceive success, how they overcame adversity, and how they set themselves up for success in a post-secondary environment. Implications of the findings and recommendations for further research are presented.
dc.format.extentxiii, 193 leaves : ill. ; 30 cm.en
dc.identifier.citationO'Rourke, S. E. (2011). An interpretative phenomenological exploration of succesful students with learning disabilities enrolled in post-secondary education (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/4422en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/4422
dc.identifier.urihttp://hdl.handle.net/1880/105423
dc.language.isoeng
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.titleAn interpretative phenomenological exploration of succesful students with learning disabilities enrolled in post-secondary education
dc.typedoctoral thesis
thesis.degree.disciplineApplied Psychology
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
ucalgary.item.requestcopytrue
ucalgary.thesis.accessionTheses Collection 58.002:Box 2035 627942885
ucalgary.thesis.notesUARCen
ucalgary.thesis.uarcreleaseyen
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