| The purpose of this phenomenological qualitative study was to explore the experiences of undergraduate college students with learning disabilities when enrolled in intensive courses. One small private university and one mid-sized public university, both from the Midwest, were chosen for this study for their highly-structured LD support program for students. Fifteen students with a diagnosed learning disability enrolled in an LD support program and two directors of the support programs were interviewed. The study's research questions were organized into five foci: (a) student motivation for intensive enrollment, (b) student satisfaction and dissatisfaction with intensive courses, (c) student perceptions of learning in intensive versus semester-length courses, (d) types and effectiveness of learning support available, and (e) factors that contribute to student success in intensive courses.; Several conclusions, based on key findings, are identified. These include: (a) students with LD enroll in intensive courses due to perceived ease of course and desire for additional credits generated, (b) intensive course formats are more desirable than semester-length formats if appropriate instructional structures are in place, (c) receiving services from an LD support program during intensive sessions is highly valuable, and (d) key factors for success relate to effective study strategies, instructional and academic support, motivation and self-regulatory behaviors, and self-advocacy skills.; Recommendations and future research focus on four major sets of stakeholders including students with LD who enroll in intensive courses, faculty who teach intensive courses, LD support programs, and senior administrators at academic institutions. These recommendations include (a) students need to seek assistance, make connections with other students, enroll in one intensive course at a time that sparks an interest, and know needs, strengths and weaknesses; (b) faculty need to focus on communication with students and use a variety of teaching methods and assessments; (c) support programs should emphasize developing self-advocacy and communication skills with their students; and (d) senior administrators should encourage faculty training on LD issues, reward faculty who explore alternative teaching methods, provide necessary support for students with LD during intensive sessions, and invest in greater course offerings during intensive sessions. |
