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Students with developmental language disorder (DLD) in higher education have developed a variety of academic strategies to manage their disability – social, scheduling, spatial and so on. As part of a larger project, here we provide a qualitative analysis of spatial strategies based on semi-structured interviews of 14 young adults with DLD in higher education. How do students choose locations for studying, and which parameters of these locations are important in this decision-making process? Contrary to expectations, but in line with our previous results, interpersonal aspects of locations were very salient – both positive aspects like the presence of helpful people at a location, and negative aspects like interpersonal distraction. University locations mostly had a positive emotional valence, while emotions related to home, family spaces and shared living areas were mixed – with the negatives again primarily interpersonal, and only secondarily related to physical characteristics like noise, distracting objects or clutter. This research was supported by the University of Iowa Presidential Graduate Research Fellowship awarded to Bogi Perelmutter and by NIH grant R01DC011742-02 awarded to Karla K. McGregor. |
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