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Serving learning disabled students in Hawaiʻi 's community colleges--stakeholders' perspectives
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|Title:||Serving learning disabled students in Hawaiʻi 's community colleges--stakeholders' perspectives|
|Authors:||Travis, Susan Nichole|
|Issue Date:||Aug 2014|
|Publisher:||[Honolulu] : [University of Hawaii at Manoa], [August 2014]|
|Abstract:||According to the International Dyslexia Association, dyslexia and other literacy challenges affect 15-20% of the general population. Many of these individuals are not diagnosed and face ongoing challenges in school without an understanding of why; others are formally diagnosed as children and receive services under the Individuals with Disabilities Education Act (IDEA), or private services, during their K-12 school years. However, once a student turns 18 and graduates from a K-12 setting, IDEA no longer applies. Although the Americans with Disability Act (ADA) ensures services for individuals with disabilities, the differences between the laws are significant and have an impact on transition to post-secondary education. Across the state of Hawaiʻi, thousands of learning disabled (LD) students enroll in community colleges, and effective support is essential to the success of LD college students.|
The purpose of this research was to gain an understanding of how stakeholders perceive the effectiveness of Hawaiʻi's community college system in serving its learning disabled students. Using the multiple case study methodology, eleven interviews were conducted representing four subgroups and two community college campuses. The four subgroups interviewed were: disability office counselors, instructors, LD students, and high school college guidance counselors.
While the results of the research identified strengths in how the campuses serve their LD students, such as several dedicated and passionate educators who are doing their best with the resources they have to meet the needs of these unique learners, there were also some significant gaps in services and inconsistencies between the two campuses. In particular, LD students who lack executive function skills, self-awareness and acceptance, and the ability to advocate effectiely for what they need, fall through the cracks of the system. Additionally, the issues surrounding the gaps in services are complex. Concerns surfaced in all of the following areas: implementation of ADA laws and policies; the responsibilites of disability office counselors, instructors, and LD students; and a negative stigma about learning disabilities that impacted all of the stakeholders.
|Description:||D.Ed. University of Hawaii at Manoa 2014.|
Includes bibliographical references.
|Rights:||All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|Appears in Collections:||Ed.D. - Professional Practice|
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