Supporting Students With Disabilities in Higher Education: The Role of Time Representations

• In Event: AERA Poster Session 1
  In Poster Session: Division J Poster Session: College Student Access

Abstract

This paper reports an interview study involving Learning Specialists and students at a university Disability Services Office to investigate the role of time representations—e.g., schedules, calendars, chronological sticky notes—in such support. Drawing upon work in disability studies and math education, we ask how the structure of time representations mediates support discourse between specialist and student. Interviews with specialists (n = 7) and students (n = 2) revealed the role of time representations as Specialists described supporting a student routine involving such representations. We consider implications for theory and practice about how representations of time serve as a key resource to support students as they navigate college academics with their disability.

Authors

• Darrell Earnest, University of Massachusetts - Amherst

• Zander Crowley, University of Massachusetts - Amherst