Progression and changes in disability identity during transition to adult roles for college students with Learning and Attention Disorders (L/AD)
-
Consuelo Kreider [1] ; Claudia Luna [1] ; Mei-Fang Lan [1] ; Chang-Yu Wu [1] ; Susan Percival [1] ; Charles Byrd [1]
-
[1] University of Florida
University of Florida
Estados Unidos
-
- Localización: American Journal of Occupational Therapy, ISSN 0272-9490, Vol. 73, Nº. Extra 4, 1, 2019
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
-
Resumen
Date Presented 04/06/19 Mixed-method analysis of advocacy projects were created by college students with learning and attention disorders (L/AD). Articulated textual messaging of disability informed a theoretical model of identity development for young adults of L/AD and were used to test for changes over time. Statistically significant results indicate positive changes in disability identity level over time and suggest students may benefit from holistic campus-based disability supports during this critical transitional time point.
Primary Author and Speaker: Consuelo Kreider Additional Authors and Speakers: Claudia Luna Contributing Authors: Mei-Fang Lan, Chang-Yu Wu, Susan Percival, Charles Byrd
