Abstract

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

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