Abstract
This study presents an analysis of Slavic-speaking students’ experiences of receiving special education services in an American school. A qualitative phenomenological research design was utilized to gather input from seven middle school students who receive services under the specific learning disability qualification. In the past, little research has been done to analyze and give voice to the experiences and perceptions of this unique population of students in America. Specific emphasis was devoted to studying how the participants’ Slavic cultural background may influence their understanding and acceptance of their learning disability and the impact that this label has on their social-emotional well-being. Input gathered from an introductory survey and three phases of in-depth interviews produced a valuable collection of data that sheds light on the victories and struggles this group of students face in their daily educational journeys. Findings have shown that participants generally expressed feelings of being accepted and supported, but not always understood by their peers, teachers, and parents. They expressed mostly positive attitudes about being a part of their school’s resource program but have demonstrated a lack of concrete understanding of why they receive these services and of how to grapple with their learning challenges. Findings have further indicated that there may exist great misconception and avoidance, among participant’s parents in understanding, accepting, and talking about their child’s qualification for services.