chers. During the college level, stigmatization was self-imposed or forced on the students. Gatekeeping is defined as the “barrier process that serves to maintain the status quo of an organization” (Barga, 1996). This was accomplished by either denying students with learning disabilities access to a college goal or permitting access but on conditional terms. The coping techniques that were found due to this study were of great importance. Coping techniques are “behaviors or initiatives the student takes to assist in managing his or her disability” (Barga, 1996). The first coping technique was benefactors. The benefactors functions included providing emotional support and understanding, acting as a sounding board for personal problems, helping with homework, and being an advocate on behalf of the student. The second technique was self-improvement techniques, which included taking longer breaks, seeking and initiating help at the university level, using positive affirmations for motivation, and seeking situations that produced personal growth. The final coping technique was study skills and management strategies. Use of technology, relaxation techniques before tests, taping classes, maintaining a personal day timer, and the amount of time devoted to study. From this study we can clearly see that students experienced labeling, stigmatization and gatekeeping and the ways that they learned to cope with there disability was through relying on benefactors, implementing self-improvement techniques, and utilizing particular strategies and management skills to assist students with academics. The results from this study have tremendous implications for schools and school administration. The purpose of this study was fulfilled and it is of great importance for the future of students with learning disabilities. In conclusion, the findings of research have shown similarities and differences in accommodating persons with learni...
