Abstract
A study of leaners with disabilities in postsecondary education moving from dependent special education K12 students to self-authored adult learners reveals complex disclosure and self-advocacy interactions with faculty, peers, and disability staff.
Keywords: disability, postsecondary education, emerging adulthood, self-authorship, disclosure, self-advocacy
How to Cite:
Rogers Shaw, C., (2019) “Disclosure and Self-Advocacy in Higher Education: Emerging into Adulthood with a Disability”, Adult Education Research Conference 1(2019).
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