Abstract

The purpose of this pilot project was to determine the factors or supports that college graduates perceived as helping them to thrive and attempt higher education, despite having a learning disability, specifically dyslexia. Based on the literature review, this pilot study examined the four main kinds of support that most students receive while growing up; including family support, peer support, teacher support, and support from other programs and resources. The specific research question explored: What encouraged or discouraged these now adults in their pivotal growing years in regards to dyslexia? This pilot study used a mixed-methods research design which included an anonymous online survey and interview. With only one interview completed a single-case study was derived. The results of this pilot study are shared, including implications for educators and suggestions for future research. What was found is that all four highlighted sources of support played a role in the lives of the participants. The common thread that wove them altogether was socioemotional support provided by those sources.

Thesis Completion

2019

Semester

Fall

Thesis Chair

Kelley, Michelle

Degree

Bachelor of Science (B.S.)

College

College of Community Innovation and Education

Department

Education

Degree Program

Elementary Education

Language

English

Access Status

Open Access

Release Date

12-1-2019

HIM flyer (1).docx (1356 kB)
Flyer for recruitment

HRP-502 - Consent Document (Adult) (1) Doyle (1).docx (47 kB)
Consent Document

explanation of research, hIM.pages (857 kB)

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