"I'm Bright Enough to Do It, Even Though Sometimes I Feel I Can't Do It": Perspectives of High School Students with Learning Disabilities About Existing Supports to Achieve Graduation
Little evidence exists about how students with Learning disabilities (LD) recognize, understand, and utilize existing supports to ensure successful graduation from high school. In this article we ask: What are the supports available to high school students with LD that help them graduate? (a) What/w...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
The Ohio State University Libraries
2020-06-01
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| Series: | Disability Studies Quarterly |
| Subjects: | |
| Online Access: | https://dsq-sds.org/article/view/6665 |
| _version_ | 1818279836594995200 |
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| author | David J. Connor Wendy Cavendish Armineh Hallaran Louis Olander |
| author_facet | David J. Connor Wendy Cavendish Armineh Hallaran Louis Olander |
| author_sort | David J. Connor |
| collection | DOAJ |
| description | Little evidence exists about how students with Learning disabilities (LD) recognize, understand, and utilize existing supports to ensure successful graduation from high school. In this article we ask: What are the supports available to high school students with LD that help them graduate? (a) What/who are some school-based supports they identify? (b) What/who are some non-school supports they identify? We share data from semi-structured interviews with forty high school students. Findings reveal: teacher support in the form of pedagogical choices, individualized support, and after-school support; counseling expertise in the form of academic advisement and emotional support; effective family-school collaboration; discrete family support outside of school; and various forms of self sustenance. Implications of these findings are discussed before recommendations are made to various stakeholders in the school community with the view to improving supports of students with LD toward helping them successfully graduate. |
| first_indexed | 2024-12-12T23:39:40Z |
| format | Article |
| id | doaj.art-349d2473417e4c3cb583f78794f8574a |
| institution | Directory Open Access Journal |
| issn | 1041-5718 2159-8371 |
| language | English |
| last_indexed | 2024-12-12T23:39:40Z |
| publishDate | 2020-06-01 |
| publisher | The Ohio State University Libraries |
| record_format | Article |
| series | Disability Studies Quarterly |
| spelling | doaj.art-349d2473417e4c3cb583f78794f8574a2022-12-22T00:07:15ZengThe Ohio State University LibrariesDisability Studies Quarterly1041-57182159-83712020-06-0140210.18061/dsq.v40i2.66654552"I'm Bright Enough to Do It, Even Though Sometimes I Feel I Can't Do It": Perspectives of High School Students with Learning Disabilities About Existing Supports to Achieve GraduationDavid J. Connor0Wendy Cavendish1Armineh Hallaran2Louis Olander3Hunter College, City University of New YorkUniversity of Miami, FloridaHunter College, City University of New YorkGraduate Center, City University of New YorkLittle evidence exists about how students with Learning disabilities (LD) recognize, understand, and utilize existing supports to ensure successful graduation from high school. In this article we ask: What are the supports available to high school students with LD that help them graduate? (a) What/who are some school-based supports they identify? (b) What/who are some non-school supports they identify? We share data from semi-structured interviews with forty high school students. Findings reveal: teacher support in the form of pedagogical choices, individualized support, and after-school support; counseling expertise in the form of academic advisement and emotional support; effective family-school collaboration; discrete family support outside of school; and various forms of self sustenance. Implications of these findings are discussed before recommendations are made to various stakeholders in the school community with the view to improving supports of students with LD toward helping them successfully graduate.https://dsq-sds.org/article/view/6665learning disabilitiesdisability studiesdisability studies in educationhigh schooltransitionstudent voicequalitative researchfamiliescommunitiesschool systems |
| spellingShingle | David J. Connor Wendy Cavendish Armineh Hallaran Louis Olander "I'm Bright Enough to Do It, Even Though Sometimes I Feel I Can't Do It": Perspectives of High School Students with Learning Disabilities About Existing Supports to Achieve Graduation Disability Studies Quarterly learning disabilities disability studies disability studies in education high school transition student voice qualitative research families communities school systems |
| title | "I'm Bright Enough to Do It, Even Though Sometimes I Feel I Can't Do It": Perspectives of High School Students with Learning Disabilities About Existing Supports to Achieve Graduation |
| title_full | "I'm Bright Enough to Do It, Even Though Sometimes I Feel I Can't Do It": Perspectives of High School Students with Learning Disabilities About Existing Supports to Achieve Graduation |
| title_fullStr | "I'm Bright Enough to Do It, Even Though Sometimes I Feel I Can't Do It": Perspectives of High School Students with Learning Disabilities About Existing Supports to Achieve Graduation |
| title_full_unstemmed | "I'm Bright Enough to Do It, Even Though Sometimes I Feel I Can't Do It": Perspectives of High School Students with Learning Disabilities About Existing Supports to Achieve Graduation |
| title_short | "I'm Bright Enough to Do It, Even Though Sometimes I Feel I Can't Do It": Perspectives of High School Students with Learning Disabilities About Existing Supports to Achieve Graduation |
| title_sort | i m bright enough to do it even though sometimes i feel i can t do it perspectives of high school students with learning disabilities about existing supports to achieve graduation |
| topic | learning disabilities disability studies disability studies in education high school transition student voice qualitative research families communities school systems |
| url | https://dsq-sds.org/article/view/6665 |
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