Researcher's site: Domenique Gadsden

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Contact Information

Email: gadsdend@brandonu.ca

Research Interests

I hold a PhD in Educational Psychology, focused in Special Education from the University of Alberta. My research focuses on the experiences of students with learning disabilities (SLD), particularly within higher education contexts. I aim to deepen the understanding of how SLD navigate academic environments and the impact of various elements such as pedagogical practices on their success. A portion of my work also explores intersectional diversity, with a special focus on how these elements influence student outcomes, identity development and meaning-making. 

A key area of my research is the experiences of SLD in postsecondary education, where I investigate the academic, social, developmental and emotional challenges they encounter. For instance, in my upcoming paper, School as Traumatic: Perspectives of Students with Learning Disabilities in Higher Education (in press), I explore how institutional structures and teaching practices (among other elements) can contribute to feelings of trauma and exclusion. This aligns with my other work, such as Wayfinding: Students with Learning Disabilities in Postsecondary (2021), which examines the barriers these students face in accessing educational resources and adapting to academic environments. I also consider the concept of “hidden scholars” and the underrepresentation of SLD in academic discourse, as presented in my research on graduate students (e.g., Graduate Students with Learning Disabilities: Exploring Identified Issues).

I am a longtime advocate for SLD. I consistently advocate for inclusive teaching practices that promote the success of diverse learners. Through collaborative projects, such as Inclusive Practice: Perspectives of Post-Secondary Instructors with Learning Disabilities (2022), I explore how educators perceive and address the needs of SLD, and the impact of pedagogical frameworks like Universal Design for Learning (UDL) in fostering inclusive environments. I have also examined how postsecondary instructors can adapt their teaching practices to accommodate students’ needs, emphasizing the importance of teacher beliefs about student capabilities.

Another important strand of my research focuses on the social and emotional dimensions of higher education for SLD. I delve into the development of self-efficacy and social identity, and how these concepts interact with students’ academic experiences. For example, my upcoming presentations at the Canadian Psychological Association Annual Convention (2024-2025) will explore self-efficacy development and identity formation among graduate students with learning disabilities. This area of research aims to contribute to a more nuanced understanding of how students’ perceptions of themselves affect their academic journey, well-being and outcomes.

In addition to the academic and social challenges, my research also highlights the trauma and discrimination that students with learning disabilities often face in educational settings. For example, my paper Feeling Unsafe at School: Perceptions of Students with Learning Disabilities in Higher Education (2024) will investigate how these students experience feelings of exclusion and discrimination, and the implications for their academic and personal well-being.

Through my scholarly work, I strive to create a more inclusive, supportive, and equitable educational landscape for students with learning disabilities. By addressing these critical issues through both theoretical exploration and empirical research, my aim is to influence policy, pedagogy, and practice in higher education to better serve the needs of these students, and to advocate for systemic change that enhances their educational experiences and outcomes.

Research Area

Inclusive Pedagogy and Practice, Universal Design for Learning (UDL), Differentiated Instruction (DI), Learning Disabilities (LDs), Social and Emotional Learning (SEL), Higher Education, Equity, Diversity and Inclusion, Lived Experience of Disability(ies), Self-Determination, Learning Disabilities

Keywords

Inclusion; Learning Disabilities; Disabilities; Higher Education; Universal Design for Learning; Pedagogy and Practice

Field(s)

Educational Psychology & Student Services