Students with learning disabilities (SLD) are increasingly present in post-secondary environments in Canada (Statistics Canada, 2012, 2022). Although current research examines 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 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. I produced a holistic account of participant’s experience in school. Results indicate that SLD struggled to navigate their identity within perceived unsafe educational environments. This highlights the challenges of managing stigmatized identities and the potential for positive identity development. Thus, Social Identity Theory helps to explain the experiences of SLD while also showing limitations of the theory in explaining the complexity of identity development in educational contexts. The significance lies in advancing understanding of SLD which can inform decisions regarding practices, pedagogy and policies to improve outcomes.

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