Dissertation Defense Announcement Ed.D. Program: Asha Nambiar “Experiences of K-8 Self-Contained Teachers: A Qualitative Study”

This dissertation examines how first year college students with learning disabilities experience academic advising and what aspects of advising matter most as they begin college. I focus on three persistent concerns: advising that treats students’ needs as generic rather than disability informed; a disconnect between academic advising and disability services that leaves students to bridge gaps on their own; and post pandemic advising practices that improved access but did not always support relationship building.

Guided by a constructivist perspective, I used a qualitative case study design at a large public university in the Northeastern United States. Data came from structured, in depth interviews with ten first year students registered with the Office of Disability Services and were supplemented by relevant institutional materials. I analyzed transcripts inductively using constant comparative methods, supported by analytic memoing and member checks to strengthen credibility.

Five themes emerged. First, advising is often procedure centered—focused on requirements and registration—while overlooking how specific learning needs (e.g., processing speed, reading/writing demands) shape course planning and workload management. Second, students routinely encounter a fragmented system: disability services discuss accommodations while academic units discuss curriculum, with limited integration. Third, continuity with a single, accessible advisor fosters trust, earlier help seeking, and better self management. Fourth, proactive advising—regular check ins, timely referrals, and explicit planning support—reduces the invisible labor of self navigation. Fifth, hybrid formats increase access but require deliberate strategies to build rapport and attend to stress and mental health.

In response, I propose a disability informed advising framework that: (1) integrates academic planning with accommodations; (2) assigns each student a consistent primary advisor; (3) routinizes proactive outreach early and throughout the term; and (4) uses hybrid delivery without sacrificing relationship quality. These actions align advising with the realities students face in their first year, reduce avoidable barriers, and support belonging, persistence, and academic progress for students with learning disabilities.