Reader and Disability Perceptions of Adolescents With Specific Learning Disabilities in Reading: A Mixed Study

• In Event: Sunday Roundtable Session 3:05 pm
  In Roundtable Session: Perception and Participation of Students With Disabilities in Inclusive Contexts (Table 18)

Abstract

I utilize a mixed multistrand design with a mixed phase, a quantitative monomethod phase, and a qualitative monomethod phase to explore how students with specific learning disabilities (SLDs) in reading accept, reject, and navigate perceptions of disability and reader self-concept. Three quantitative instruments (on inclusion opinions, reader motivation, and stigma consciousness), a teacher focus group interview, and case studies (comprised of classroom observations, IEP analyses, and individual semi-structured interviews) will serve as triangulated data sources to explore student perceptions of special education practices in English Language Arts classrooms and recommend teacher practices to support reader and disability perceptions through a disability studies framework.

Author

• Nicholas A. Emmanuele, University at Buffalo - SUNY