Fullarton, Stephanie2013-11-072013-11-0720062006Source: Masters Abstracts International, Volume: 45-05, page: 2175.http://hdl.handle.net/10393/27360http://dx.doi.org/10.20381/ruor-18667The results of recent research show that post-secondary school outcomes of individuals with disabilities lag behind those of non-disabled individuals in employment, residential independence, and post-secondary education (Blackorby & Wagner, 1996; Benz et al., 1997; Colley & Jamison, 1998; Reis et al., 1997; Madaus et al., 2003; & Baer et al., 2003). Despite the disappointing outcome results among individuals with disabilities, those with learning disabilities (LD) as opposed to other disabilities tend to achieve higher post-secondary school education and employment outcomes (Blackorby & Wagner, 1996). Some studies show that for those with learning disabilities, involvement in academic programs in high school is related to post-secondary academic success (Blackorby & Wagner, 1996; Baer et al. 2003). Likewise, involvement in school-to-work programs while in high school increased the opportunities for attainment of competitive employment (Benz et al. 1997; Baer et al. 2003). However, there are also some studies that have shown that school programs did not contribute to successful adult outcomes and that factors related to the environment and to the individuals themselves were better predictors of post-secondary school success for those with learning disabilities (Raskind et al. 1999; Gerber et al. 1992). Gerber et al. (1992) created a 'Model of Success' which states that success is a function of the degree of control attained by the person with learning disabilities and that individual and environmental factors predict success for individuals with learning disabilities. This qualitative study used a constructivist conceptual framework. A constructivist conceptual framework refers to the social construction of knowledge by participant and researcher. To understand the participants experience through their own perspective, it becomes the researcher's responsibility to dissolve personal preconceptions and to try to understand the experience from the participants' point of view. A phenomenological strategy was used with a case study method. The phenomenon under investigation was the experience of living with a learning disability and four case studies were employed to investigate this phenomenon. Therefore, the purpose of this research was to investigate the experiences of individuals who have learning disabilities who received accommodations while in school. Emphasis was placed on the participants' school experiences and reflections on those experiences as well as the individual characteristics and environmental conditions, all of which have acted as facilitators or barriers to their post-secondary school outcomes. Specifically, inquiries into employment opportunities, post-secondary education and independent living outcomes helped to determine the conditions related to success among individuals with learning disabilities in adult life. The findings from this study show that early identification and remediation are important in enabling the individual: time for advocacy, remediation, accommodations and general adjustment to their learning disability. Progress was made during elementary school but the lack of services offered in secondary school produced negative experiences for the participants. University offered the individuals control over what and how they learned. As well, the support available to them enhanced their university experiences and facilitated successful outcomes. (Abstract shortened by UMI.)168 p.enEducation, Special.Education, Higher.Thesis