國立虎尾科技大學 |

Students with Learning Disability Labels Enrolled at an Independent School.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Students with Learning Disability Labels Enrolled at an Independent School./
作者:	Leber, Jacqueline Elizabeth.
面頁冊數:	1 online resource (350 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369814934

Students with Learning Disability Labels Enrolled at an Independent School.
Leber, Jacqueline Elizabeth.

Students with Learning Disability Labels Enrolled at an Independent School. - 1 online resource (350 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2017.

Includes bibliographical references

Students with learning disability labels who gain entry into independent schools are often praised as "success stories." They are touted as benefiting from the compilation of privilege, supportive families, good schooling, specialized services, and hard work. The theme of "succeeding" is central to most narratives of learning disability but negative outcomes are interpreted as personal failures. Often neglected in the story about students with learning disability labels are the students' understandings and interpretations of their experiences or the personal sacrifices they have made along the way. Although they have existed since the early 1800s little is known about the experiences of students who attend independent schools and even less about those enrolled with learning disability labels.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369814934Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Students with Learning Disability Labels Enrolled at an Independent School.
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100 1 $a Leber, Jacqueline Elizabeth. $3 1192406
245 1 0 $a Students with Learning Disability Labels Enrolled at an Independent School.
264 0 $c 2017
300 $a 1 online resource (350 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Srikala Naraian.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2017.
504 $a Includes bibliographical references
520 $a Students with learning disability labels who gain entry into independent schools are often praised as "success stories." They are touted as benefiting from the compilation of privilege, supportive families, good schooling, specialized services, and hard work. The theme of "succeeding" is central to most narratives of learning disability but negative outcomes are interpreted as personal failures. Often neglected in the story about students with learning disability labels are the students' understandings and interpretations of their experiences or the personal sacrifices they have made along the way. Although they have existed since the early 1800s little is known about the experiences of students who attend independent schools and even less about those enrolled with learning disability labels.
520 $a The purpose of this qualitative research study is to understand more about the experiences of students who are labeled as having learning disabilities and are enrolled at a Manhattan independent school by investigating how these students negotiate the day-to-day experiences of schooling and interpret their experiences in relation to school contexts. The unique experiences of this population---both attending an elite school and having a label of learning disability---have not yet been investigated.
520 $a Multiple participant-focused projects (i.e. social maps, timelines, life charts, and reflexive photography) along with in-depth, semi-structured interviews with open-ended questions explored the educational histories of four students. The participants interpreted their abilities as connected to school context and teacher pedagogical practices but saw the difference that resulted in their learning disability label as emanating from within them. The students resisted the learning disability in varying degrees, which was influenced by whether they interpreted learning disability as a fixed condition or a temporary and shifting characteristic. They constructed their narratives in ways that resisted standard images of learning disabilities such as success metaphors. Their privilege afforded them more control over the relationship they chose to have (or not to have) with learning disability but did not protect them from lingering feelings of self-doubt often associated with learning disability.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Secondary education. $3 1179560
650 4 $a Special education. $3 567627
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0533
690 $a 0529
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Teachers College, Columbia University. $b Curriculum and Teaching. $3 1186372
773 0 $t Dissertation Abstracts International $g 78-10A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10277997 $z click for full text (PQDT)