Poster Session
Issue Date: August 01, 2019
Published Online: November 15, 2019
Updated: November 26, 2019
Progression and Changes in Disability Identity During Transition to Adult Roles for College Students With Learning and Attention Disorders (L/AD)
Author Affiliations & Notes
  • University of Florida, Gainesville, FL, USA
  • University of Florida, Gainesville, FL, USA
  • University of Florida, Gainesville, FL, USA
  • University of Florida, Gainesville, FL, USA
  • University of Florida, Gainesville, FL, USA
  • University of Florida, Gainesville, FL, USA
Article Information
Rehabilitation, Participation, and Disability / Basic Research
Poster Session   |   August 01, 2019
Progression and Changes in Disability Identity During Transition to Adult Roles for College Students With Learning and Attention Disorders (L/AD)
American Journal of Occupational Therapy, August 2019, Vol. 73, 7311505216. https://doi.org/10.5014/ajot.2019.73S1-PO8040
American Journal of Occupational Therapy, August 2019, Vol. 73, 7311505216. https://doi.org/10.5014/ajot.2019.73S1-PO8040
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