View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarWorks@UMass Amherst University of Massachusetts Amherst ScholarWorks@UMass Amherst Open Access Dissertations 2-2010 A Phenomenological Study of the Experiences of Helping Professionals With Learning Disabilities Madeline Lorraine Peters University of Massachusetts Amherst, [email protected] Follow this and additional works at: https://scholarworks.umass.edu/open_access_dissertations Part of the Education Commons Recommended Citation Peters, Madeline Lorraine, "A Phenomenological Study of the Experiences of Helping Professionals With Learning Disabilities" (2010). Open Access Dissertations. 191. https://scholarworks.umass.edu/open_access_dissertations/191 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Open Access Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. A PHENOMENOLOGICAL STUDY OF THE EXPERIENCES OF HELPING PROFESSIONALS WITH LEARNING DISABILITIES A Dissertation Presented by MADELINE LORRAINE PETERS Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION February 2010 Education © Copyright by Madeline Lorraine Peters 2010 All Rights Reserved A PHENOMENOLOGICAL STUDY OF THE EXPERIENCES OF HELPING PROFESSIONALS WITH LEARNING DISABILITIES A Dissertation Presented by MADELINE LORRAINE PETERS Approved as to style and content by: ______________________________ Barbara J. Love, Chair ______________________________ Patricia S. Griffin, Member ______________________________ Esther M. A. Terry, Member ________________________ Christine B. McCormick, Dean School of Education DEDICATIONS I dedicate this dissertation to my parents Roland and Sylvia who taught me to dream big and to pursue those dreams. To always believe in myself and that only self could ever keep me from success. To my sister Claire the one person who really knows me, whose strength, strong beliefs, faith, pride and unconditional love keeps me ever strong. To my sons Kamil and Hassan, whose awesome talents inspired me, fulfill me and empower me. To my partner Sandra, whose love, confidence, and support have been steadfast and never ending. I am grateful for our yesterdays, for our today’s and our tomorrows. To my step-sons Christopher and Manny, for their on-going love and support .To Judy Robison my life long friend whose love and support is a true foundation in my life. To Barbara Dreyer, my spiritual guide, who has helped me to find the courage to fail and keep going, to see the good when it is right here, and the ability to turn failure into a lesson which has liberated my soul and my spirit. To Diane Campbell a friend and colleague whose encouragement and support in our movement towards the liberation of people with disabilities has been unending. To Emma J. Williams, who believed in my abilities enough to walk me to STCC and enrolled me in my first college course. Finally, to the participants whose trials and victories are now part of our story thank you all. In Memory My dearly loved brother Petie who love is always with me on all the paths I take in life. To my beloved friend Patricia [Trish] Silver whose constant vigilance, iron will, and awe-inspiring beliefs helped to move me into a place where I could believe getting my doctorate was a possibility. ACKNOWLEDGEMENTS I would like to thank my chair, my advisor, Barbara J. Love, for her many years of thoughtful guidance, support, leadership, personal instruction and accomplishments over the years which have inspired me and motivated me to reach higher. I would like to thank Pat Griffin who has stuck with me from the beginning of my journey and provided me with honest feedback and personal guidance. A special thank you to my village Jo-Anne Vanin, Diane Campbell, Aquila McCants, Margarita Jones, Jo-Anne Provost and Larissa Hopkins, all who have provided me with physical and emotional support, accommodations (the way they should be provided), and endless care along my journey. For attaining wisdom and discipline; for understanding words of insight; for acquiring a disciplined and prudent life, doing what is right and just and fair; for giving prudence to the simple, knowledge and discretion to the young – let the wise listen and add to their learning, and let the discerning get guidance – Proverbs 1:2-5 My son, if you accept my words and store up my commands within you, turning your ear to wisdom and applying your heart to understand, and if you call out for insight and cry aloud for understanding, and if you look for it as for silver and search for it as for hidden treasure…. Proverbs 2:1-4 Then you will understand what is right and just and fair-every good path. For wisdom will enter your heart, and knowledge will be pleasant to your soul. Discretion will protect you, and understanding will guard you Proverbs 2:9-11 My son, do not forget my teaching, but keep my commands in your heart for they will prolong your life many years and bring you prosperity. Let love and faithfulness never leave you; bind them around you neck, write them on the tablet of your heart. Proverbs 3:1-3 v ABSTRACT A PHENOMENOLOGICAL STUDY OF THE EXPERIENCES OF HELPING PROFESSIONALS WITH LEARNING DISABILITIES FEBRUARY 2010 MADELINE LORRAINE PETERS, B.S. UNIVERSITY OF MASSACHUSETTS AMHERST M.Ed., UNIVERSITY OF MASSACHUSETTS AMHERST Ed.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Barbara J. Love The purpose of this study is to explore the extent, to which professionals in helping professions (PHPS) with learning disabilities are able to name the support, services, and assistance that they require to successfully engage in the full range of activities for their daily living. Additionally, the study explores how PHPS describe their experiences with support, services, and assistance available to them. The study was conducted using a qualitative, phenomenological in-depth interview methodology. The study sample consisted of 10 helping professionals with learning disabilities that work in helping professions. Data was collected using audiotaping of interviews and field notes. Audio tapes were transcribed and data from the transcriptions was analyzed for this study. Nine major themes emerged from the analysis of the study data the themes were disability, daily living, oppression, self-esteem, self-reflection, creative management, creative management adaptive behaviors, services and support. Key findings from the study suggest that professionals in helping professions (PHPs) with learning disabilities are creative, strong willed and persevere despite the odds. Most of the PHPs went through vi school without accommodations and relied upon their own abilities and determination to pass. Two out of the ten PHPs were diagnosed with learning disabilities when they were children. Three of the PHPs were born before learning disabilities were formalized and labeled as a disability. The data suggests that people with learning disabilities need support, services and assistance in all areas of their daily living. Recommendations for change are provided for addressing the problematic themes that emerged from the data. vii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS ................................................................................................ v ABSTRACT ....................................................................................................................... vi LIST OF TABLES ........................................................................................................... xvi CHAPTER 1. INTRODUCTION ......................................................................................................... 1 Statement of the Problem ........................................................................................ 1 Statement of Purpose .............................................................................................. 3 Understanding Learning Disabilities ...................................................................... 4 Background of the Problem .................................................................................. 10 Purpose of the Study ............................................................................................. 13 Significance of the Study ...................................................................................... 14 Definition of Terms............................................................................................... 15 Scope and Delimitations of the Study ................................................................... 16 Summary ............................................................................................................... 17 2. LITERATURE REVIEWS .......................................................................................... 18 Historical Perspectives .......................................................................................... 18 Introduction ....................................................................................................................... 18 Quality of Life....................................................................................................... 25 Achievement Standards .......................................................................................