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Invisible Scholars: Students with Learning Disabilities

Frances K. Stage and Nancy V. Milne
The Journal of Higher Education
Vol. 67, No. 4 (Jul. - Aug., 1996), pp. 426-445
DOI: 10.2307/2943806
Stable URL: http://www.jstor.org/stable/2943806
Page Count: 20
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Invisible Scholars: Students with Learning Disabilities
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Abstract

This study employed ethnographic techniques to study eight university students with learning disabilities. Three categories of themes emerged that related to experiences in the university. Students described dispositional factors related to their learning disabilities, institutional factors, and implications of these factors for their college study.

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