Perceptions of Reading and Disability Identities Among Adolescents With Specific Learning Disabilities in Reading

• In Event: Sheraton Roundtable Session One
  In Roundtable Session: Disability Identity and Literacy: Representation and Exploration (Table 17)

Abstract

Adults in schools ascribe disability labels to students, and students must then navigate and develop their responses to Individualized Education Plans (IEPs) and identities. A disability studies framework situates the constructions of disability in schools and centers the voices and perceptions of students with specific learning disability (SLD) labels. This case study of three adolescents with SLDs in reading asked participants to reflect on their reading identities, disability identities, and the relationship between the two. Classroom observations, IEP document reviews, and semi-structured interviews served as triangulating data sources. Students defined “good” reading as “fluent,” but they also noted how IEPs benefited their academic experiences. Of note, annual IEP goals appeared to influence how students defined reading as a construct.

Author

• Nicholas A. Emmanuele, University at Buffalo - SUNY
  Presenting Author