Actively navigating the transition into college: narratives of students with learning disabilities

Connor, David J.

doi:10.1080/09518398.2011.590158

Cited by 42Disability Education and EmploymentHigher Education Research StudiesDisability Rights and Representation

Actively navigating the transition into college: narratives of students with learning disabilities

Connor, David J.·2012·International Journal of Qualitative Studies in Education

DOI 10.1080/09518398.2011.590158

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Abstract

Students with learning disabilities (LD) are particularly vulnerable in making the school-to-college transition where they negotiate a complex constellation of challenges that include academic demands, social expectations, and emotional/personal growth. Although a substantial body of knowledge exists about college students with LD, it is largely predicated upon both extrinsic supports available to ensure a successful transition into college and ways to maintain that success. In contrast, intrinsic knowledge as the basis of agency exerted by individuals with LD to strategize for their own success has received comparatively little attention. This study uses narrative methodology guided by a theoretical framework of disability studies, to render three nuanced portraits of college students with LD. Participants demonstrate ways in which they manage to navigate the academic, social, and emotional/personal realms when transitioning into college. In doing so, they reveal instances of self-knowledge that are often hidden or overlooked, revealing numerous instances of agency.

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The transition to HE often involves challenging adjustments, particularly for students managing access needs [31,39].
“The transition to HE often involves adjustments that can be challenging for students to navigate, particularly for those learning to manage their access needs, and future work targeting the applications of GenAI to the transition process is needed [31, 39].”
From "I'd Never Actually Realized How Big An Impact It Had Until Now": Perspectives of University Students with Disabilities on Generative Artificial Intelligence (2025) · cites this paper as [31]

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Sink or Swim: Managing the Academic Transition to College for Students with Learning Disabilities
Connor, D. J. (2013) · Journal of College Student Retention Research Theory & Practice · doi:10.2190/cs.15.2.g · Cited by 13 · see citing works
Self-citation
Understanding the Transition to College for Students with Learning Disabilities
Rehor, B. (2018) · The Keep (Eastern Illinois University)
Understanding the experiences of college students with learning disabilities
Ebo, B. A. (2016) · doi:10.17760/d20221987 · Cited by 3 · see citing works
The Learning Disabled College Student : Experiencing the Hundred-Acre Wood
Schander, F. (2001) · doi:10.32597/dissertations/684/
Understanding How Students with Learning Disabilities Navigate the Transition from High School to Community College: A Phenomenological Approach
(2023) · SNHU Academic Archive (Southern New Hampshire University) · doi:10.82267/3581

Authors: Connor, D. J.
Affiliations: Hunter College (US)
Corresponding author: Connor, David J.
ORCID: Connor, David J.
Venue: International Journal of Qualitative Studies in Education
Publisher: Informa UK Limited
Published: 2012-12
Volume: 25
Issue: 8
Pages: 1005-1036
ISSN: 0951-8398 (ISSN-L)
1366-5898
DOI: 10.1080/09518398.2011.590158
OpenAlex: W1993793825
Cited by: 42
References: 84
Citations by year: 2026: 1 · 2025: 6 · 2024: 3 · 2023: 2 · 2022: 3 · 2021: 1 · 2020: 5 · 2018: 2 · 2017: 7 · 2016: 6 · 2015: 4 · 2014: 1
FWCI: 1.64
Type: journal article
Language: en
Open access: closed
Locations: International Journal of Qualitative Studies in Education (publishedVersion)
Topics: Social Sciences › Safety Research › Disability Education and Employment
Social Sciences › Education › Higher Education Research Studies
Social Sciences › Safety Research › Disability Rights and Representation
Keywords: learning disabilities, university students, transition to college, student agency, self-knowledge, disability studies, academic difficulties, social adaptation, emotional development, student narratives

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Actively navigating the transition into college: narratives of students with learning disabilities

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