Document Type
Thesis
First Faculty Advisor
Ryan Marnane
Second Faculty Advisor
Marie Saddlemire
Keywords
disproportionate diagnosis; learning disability
Publisher
Bryant University
Rights Management
CC-BY-NC-ND
Abstract
This thesis examines various factors and intricacies of inequitable diagnoses of learning disabilities, specifically looking at the differences that women and BIPOC students have in their diagnosis journey. Grounded in exploring access services and disability rights/justice both at Bryant University and elsewhere, this thesis investigates the intricacies of social class, societal norms, and cultural effects on learning disability. It compares what the secondary data reports on diagnosis of learning disabilities to the experience of Bryant students. Additionally, it examines gaps found in secondary research.
