Matching Items (3)
Description
This study re-frames learning disabilities (LD) through the emotion-laden talk of four Latina/o students with LD. The research questions included: 1) What are the emotion-laden talk of Latina/o students about being labeled with LD? 2) What are Latina/o students' emotion-laden talk of the idea of LD? I identified master narratives, the "pre-existent sociocultural forms of interpretation. They are meant to delineate and confine the local interpretation strategies and agency constellations in individual subjects as well as in social institutions," (Bamberg, 2004, p. 287) within the following literatures to inform my research questions and conceptual framework: a) historiography and interdisciplinary literature on LD; b) policy (i.e., Individuals with Disabilities Education Act (IDEA)), c) the academic and d) social and emotional dimensions of LD; and e) student voice research with students with LD. Interdisciplinary, critical ethnographic and qualitative research methods such as taking into account issues of power, etic and emic perspectives, in-depth interviewing, field notes were used. Total participants included: four students, three parents and three teachers. More specifically, descriptive coding, identification of emotion-laden talk, a thematic analysis, memoing and intersectional and cultural-historical developmental constructs were used to analyze students’ emotion-laden talk. Emotion-laden talk about being labeled with LD included the hegemony of smartness, disability microaggressions, on the trinity of LD: help + teachers + literacy troubles, on being bullied, embarrassment to ask for assistance from others and help as hope. The emotion-laden talk about the idea of LD included LD as double-edge sword, LDness as X, the meaning of LD as resource, trouble with information processing, speech, and silence, the salience of the intersection of disability, ethnicity and language and other markers of difference, struggles due to lack of understanding and LD myths. This study provides a discussion and implications for theory, research, policy, and practice.
ContributorsHernández-Saca, David Isaac (Author) / Artiles, Alfredo J. (Thesis advisor) / Connor, David J (Committee member) / Prior, Matthew T. (Committee member) / Arizona State University (Publisher)
Created2016
Description
The purpose of this study was to examine the perspectives of successful community college students classified as neurotypical (NT), learning disabled (LD), and autism spectrum disorder (ASD). Using mixed methods, 45 successful students completed two surveys designed to assess their overall hope as well as specific academic skills and strategies used as part of their postsecondary educational experience. Interview questions were then generated based on the results of the quantitative analysis. Fifteen of the 45 participants were randomly selected to take part in a follow-up qualitative interview. Results indicated some commonality among the successful students with relation to overall attendance, use of email as a communication tool with professors, self-advocacy as it pertained to seeking support from professors and individualizing and personalizing the class/professor selection process. The findings suggested that there are specific strategies associated with student success at the post-secondary level and both K-12 schools and community colleges could incorporate skill building in these areas to improve retention and graduation rates.
ContributorsCrawford, Simon (Author) / McCoy, Kathleen (Thesis advisor) / Zucker, Stanley (Committee member) / Mathur, Sarup (Committee member) / Cocchiarella, Martha (Committee member) / Caterino Kulhavy, Linda (Committee member) / Arizona State University (Publisher)
Created2017
Description
There are many educational issues connected to the exponential growth of the Latina/o population in the U.S. One such issue is Latina/os’ educational outcomes in the area of literacy. Despite the increased attention to subpopulations of students (e.g., English language learners, students with disabilities) there is little attention given to students that do not fit neatly into one subcategory, which positions Latina/o language minorities (LMs) with learning disabilities (LDs) in a liminal space where their educational services are fragmented into either being a student with LD or a LM student. Unfortunately, labels that are meant to afford students resources often result in fragmenting students’ educational experiences. This becomes evident when attempting to locate research on students who have ethnic, linguistic, and ability differences. Rarely are their educational needs as Latina/o LMs with LD met fluidly. Understanding the intersections of ethnicity, language, and ability differences in situated literacy practice is imperative to creating the deep, nuanced understanding of how Latina/o LMs with LD might become proficient in the use of critical twenty-first century tools such as new literacies. In this study I used cultural historical activity theory in combination with New Literacy Studies (Cope & Kalantzis, 2009; Gee, 1996) and intersectionality (McCall, 2014) to examine how Latina/o LMs with LD’s participated in literacies across in- and out-of-school contexts with the following research questions: In what ways does participation in literacy change for Latina/o LMs with LD as they move between in- and out-of-school? What situated identities do LMs with LD enact and resist while participating in literacy across in- and out-of-school contexts?
ContributorsGonzalez, Taucia (Author) / Artiles, Alfredo J. (Thesis advisor) / Kozleski, Elizabeth B. (Committee member) / Hudelson, Sarah (Committee member) / Arizona State University (Publisher)
Created2015