Labeling Learning Disabilities: A Qualitative Analysis of Former Special Education Students’ Perceptions of their Educational Experiences

Abstract

Students who receive special education services are identified as having one of the 13 disabilities categories recognized by the Individuals with Disabilities Education Act. This identification allows for services such as educational, social-emotional, and/or behavioral supports. However, labeling students with a disability can also have detrimental effects on students. The purpose of this study was to investigate the perceptions of college students with previous individualized education programs (IEP) for learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD). This study utilized semi-structured interviews and basic qualitative methods to capture the experiences of five current college students at a public, regional university in the northeastern United States who had an IEP during their K-12 experience for LD and/or ADHD. Five themes emerged: (a) effects of labeling, (b) educational experiences, (c) receiving support, (d) others’ perceptions, and (e) self-perceptions. Findings support the need for educational initiatives to combat others’ negative perceptions of special education students, better explanations about special education services for students, and support for special education students who foster negative self-perceptions.