Students with learning disabilities (SLD) are increasingly present in post-secondary environments in Canada. Although current research examined fragmented components of their experiences, it remains reductive in scope, failing to holistically capture the multi-faceted dimensions of the disability experience. Using an interpretive case study approach guided by hermeneutics, the researcher attempted to address these themes more holistically. This involved interviewing three university students enrolled in graduate studies who self-identify with learning disabilities (LDs). A case study was developed for each student before studying similarities and differences within and among the cases. The case studies are interpretive in emphasis. This process was guided and informed by key ideas and metaphors in hermeneutics. Based on such analysis, I produced a holistic account of each participants’ experience in school that offers insights into the complexity of that experience, uncovering richly nuanced data. Results indicate that SLD experience in-school trauma and are concerned with and affected by a perceived lack of safety and inclusion. The significance of this research lies in advancing our understanding of SLD which can inform decisions regarding practices, pedagogy and policies to enable such students to fully participate in higher education.

Keywords: Learning Disabilities, Higher Education, Lived Experience, Disability, Graduate Studies.