The purpose of this study is to examine how entering and exiting college students with learning disabilities (LD) understand and make meaning of themselves as learning disabled. The study is exploratory in that it attempts to identify, describe and analyze the processes involved in LD identity development. There have been few research studies that address the issue of identity and self-understanding for college students with learning disabilities. Overall, this study has theoretical and practical significance because it bridges the gaps that exist between current theoretical frameworks of social identity development and the field of learning disabilities. This will be achieved by providing descriptions of the ways in which college students with learning disabilities (LD) understand and make meaning of their learning disabilities. It is my intention that this study will assist educators and practitioners foster and create opportunities for LD college students which challenge their internalized perceptions of themselves as LD. This study utilized an exploratory qualitative research method consisting of three data collection methods: individual interviews, a focus group, and a written description of participants' learning disabilities. The interpretive framework for this study was constant comparative method (Bogdan & Biklen, 1992) and inductive analysis (Patton, 1990). Two findings of special significance emerged from this research data. First, the process of being labeled LD with its subsequent attached stigma negatively affects one's self-esteem and self-acceptance. In essence, LD students, who almost always internalize prescribed socially constructed stereotypes, initially believe the dominant ideology, experience feelings of shame, embarrassment, isolation and most often remain invisible in an attempt to pass as non-LD. Secondly, the data suggests that the process of identity formation for LD college students appears to be developmental, as suggested by three stages, denial, transition, and acceptance.

Compared to non-immigrant families of children with autism spectrum disorders (ASD), immigrant families tend to experience more challenges securing an evaluation, obtaining a diagnosis, and accessing services for their child/children diagnosed with ASD. Several studies investigated the experiences of various groups of immigrant families. They found that the delays can be attributed to cultural differences in the way families interpret the meaning of ASD and their perceptions of the causes and treatment for ASD. Additionally, a lack of knowledge about ASD and fear of the stigma associated with ASD impacted immigrant parents' willingness to seek a diagnosis. However, few studies examined how Caribbean immigrants living in the United States experience a diagnosis of ASD for their child/children. This qualitative study explored Caribbean immigrant families' perceptions and experiences with ASD. A semi-structured, in-depth interview was used to collect data on families' experiences about symptoms, causes, and treatments of ASD, as well as their sources of support. The data were coded and analyzed using interpretative phenomenological analysis (IPA. Four themes were identified and discussed: A new world, emotional and physical burden caring for a child with ASD, attitudes about ASD in native cultures, and adapting to the new situation.

With one in every 59 individuals now diagnosed with autism spectrum disorder (ASD), there is a significant increase in college enrollment for these students, yet, alarmingly, this population has the highest college dropout rate. Using Rawl's social justice theory as the frame, this qualitative study identified the perceptions of students with ASD, their college professors, and the director of the Office of Disability Accommodation (ODA). Perceptions were examined through open-ended surveys regarding awareness of autism, knowledge of student civil rights, and the availability and adequacy of resources provided through the ODA. In addition, the students with autism participated in semi-structured face-to-face interviews. The findings of this study are consistent with other studies in reflecting barriers experienced by students with ASD, such as poor transition planning, communication, and self-advocacy limitations. The variance among reported perceptions revealed a lack of awareness and continuity of resources and support for students with autism, hindering their successful transition from high school to and through post-secondary education. Both students and professors expressed a lack of knowledge of students' rights at the college level and of how to access needed accommodations. These findings reveal the need for a greater awareness of supports needed by students with ASD as they enter college. The findings provide implications for professionals who provide transition services for individuals with ASD.

The peer related social behavior of children contains both verbal and motoric components. While previous research has described the verbal social behavior of typical preschoolers, few researchers have specifically examined the motoric components of the peer related social behavior of typical preschoolers, and even less information is available concerning the motoric components of the social behavior of preschool-aged children with autism. The present study measured peer related social behavior in children with autism and typical children at four years old and at five years old. Both verbal (e.g., suggesting a play theme, answering a request) and motoric (e.g., sharing a toy, playing at a similar activity) social behaviors were measured. Several population differences and developmental trends were found. Typical children spent more time than did children with autism in peer related social behavior in general, and in particular in verbal social behaviors. However, for both populations of children, motoric behaviors occurred in a majority of the social intervals. The text presents specific patterns of verbal and motoric social behavior in both populations. The present study highlights the importance of motor behaviors, such as playing near other children at a similar activity, in the social development and social competence of preschool-aged children. These behaviors, while not necessarily initiating interactions, may serve an important role in setting the stage for interactions to occur, and allowing interactions to continue past the first initiation-response exchange. Thus, these behaviors impact on children's social acceptance, social competence, and social development. Differences between the two populations, and their implications for intervention and future research are also discussed.

This case study documented the process of designing, implementing, and accessing a low-cost, school-based staff development project. The principal objective of the study was to help a group of elementary school teachers serving African-American students seek alternative means of instructing those students not reached through traditional channels. In addition, it sought to expand teaching repertories; build stronger ties between the regular classroom and Chapter I programs; incorporate the tenets of action research in conjunction with sound staff development procedures; and to keep restructuring to a minimum. To facilitate and achieve these aims, the Chapter I curriculum was redesigned and linked to the regular classroom program. This case study also demonstrated a comprehensive collection of school improvement activities. The Chapter I staff, in concert with the classroom teachers, designed, implemented, and evaluated student activity modules. The modules focused on building positive self-image, cultural diversity, congruence, cultural heritage, and cooperative learning. Lessons learned from the activity modules promoted teacher interaction and feedback. In addition, the modules provided the Chapter I staff and teacher participants an avenue for connecting two disparate entities through planned staff development. The project succeeded as a result of the support garnered from administrators, the building principal, auxiliary staff, and community volunteers. Sound staff development processes permitted (1) the involvement of those persons most directly affected by the restructuring, (2) teachers to expand their repertoire of teaching strategies, (3) an increase in the level of optimism and resolve among teachers, administrators, and Chapter I staff, (4) time for teachers to explore new concepts and curriculum, (5) flexibility within the parameters of the project, (6) the undertaking of activities that permitted the linkage of the Chapter I curriculum to the regular classroom program, (7) opportunities for teachers/staff to plan collaboratively, and (8) teachers to grow professionally.

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