The purpose of this manuscript is to view, through an autoethnographic lens, the role of adult education, distance education, and assistive technology on identity changes that take place when becoming disabled in young adulthood within the context of internal and external forces on the development of identity. Constructs were used to delineate the evolutionary sense of one’s identity which includes: (1) once formed, one’s sense of identity is relatively stable; (2) environmental variables and constraints will create shifts in identity; and (3) internal drives, abilities, and motivations play an important role in the evolution of identity. Each of these constructs was then examined at different levels of identity that included one’s Public Identity, Private Identity, Personal Identity, and Self Identity. Information was gathered through a number of personal narratives and historical documents that could then be viewed through the lens of the constructs above.
By examining these constructs, findings indicated that successfully rebuilding identity after acquiring a serious disability was greatly influenced by strong supports and opportunities available and the internal capacity to make use of them. There was no one specific support that was the only catalyst in this rebuilding. Instead, the complete network of support including adult education, distance education, social supports, and family support was at the heart of successfully rebuilding identity.Minnesota Department of Vocational RehabilitationNorth Dakota State Board of Higher Educatio
