Dusana Podlucka

There has been a growing interest in studying learning experiences of college students with learning differences (LD) to better support their transition to and success in higher education. This project seeks to expand support for these students through engagement in a collaborative activist inquiry based on a critical-theoretical pedagogy. Participating students critically examine common views of learning, development and disability while applying conceptual tools (theoretical perspectives) to discern empowering or disabling practices while voicing and forming their own agentive social positioning, which serve as the basis for articulating recommendations to improve institutional practices for students with LD. Results will be disseminated by organizing a workshop for students with LD, a faculty PD seminar, and by writing a paper for publication and conference presentation.