Labeling Learning Disabilities: A Qualitative Analysis of the Perceptions of Former Special Education Students on Their Educational Experiences

Presenter

Madelyn M. Ambler

Campus

Salem State University

Sponsor

Anthony D'Amico, Honors Program, Salem State University

Schedule

Session 3, 1:30 PM - 2:15 PM [Schedule by Time][Poster Grid for Time/Location]

Location

Poster Board A76, Campus Center Auditorium, Row 4 (A61-A80) [Poster Location Map]

Abstract

Students identified as having learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD) are at risk for poorer educational and social-emotional outcomes than their peers without disabilities. Labeling theory suggests that labels such as LD or ADHD can be stigmatizing and affect both others’ perceptions of the student and the student’s self-perception.  The purpose of this study was to investigate the perceptions of college students with previous IEPs/504 plans for LD and/or ADHD regarding their K-12 educational experiences. This qualitative study utilized semi-structured interviews to capture the experiences of five current college students at Salem State University who previously had an IEP/504 plan during their K-12 experience for learning disabilities and/or ADHD. Five themes emerged concerning their K-12 experiences: (a) effects of labeling, (b) being othered, (c) self-perceptions, (d) receiving support, and (e) experiences in education. Findings support the need for educational initiatives to combat others’ negative perceptions of students with IEPs/504 plans, providing support for students who foster negative self-perceptions, and building self-advocacy skills among students with IEPS/504 plans.  

Keywords

Learning Disability , label, IEP/504 plans , Attention Deficit Hyperactivity Disorder

Research Area

Education & Educational Research

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