A Case Study of Perspectives Pertaining to Academic Accommodations for Postsecondary Students with Learning Disabilities PDF Download
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Author: Lisa Lynne Sigafoos
Publisher:
ISBN:
Category :
Languages : en
Pages : 626
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Book Description
Increasing numbers of students with learning disabilities (LD) are entering into postsecondary education and seeking accommodations through the university’s disability service office. The academic success of students with LD is contingent on the provision of accommodations by instructors, which allows for an equal educational opportunity. To investigate the use of academic accommodations by postsecondary students with LD, the perspectives of postsecondary students with LD and instructors were obtained pertaining to the practice of using accommodations, the utility of accommodations, facilitators and barriers to the use of accommodations, and how an understanding of disability law contributes to the use of accommodations. Utilizing a mixed-methods research design, using a single university as a case study, the present study triangulated data from three sources: (a) the university’s disabilities service office student database, disaggregated for students with LD; (b) the university’s disabilities service office student and instructor surveys, disaggregated for students with LD and instructors who met inclusion criteria; and (c) interviews with students with LD and instructors. Data analysis revealed that perceptions and attitudes held by post secondary students with LD and instructors as well as peers without disabilities influences the ability of students with LD to use accommodations. Finding also indicated that increased self-advocacy and knowledge of disability law have the potential to positively impact the practice of accommodations. Furthermore, disability service procedures and instructors’ willingness and ability to accommodate students have the potential to facilitate or hinder the use of accommodations by students with LD. Implications for practitioners, future research, and limitations are discussed
Author: Lisa Lynne Sigafoos
Publisher:
ISBN:
Category :
Languages : en
Pages : 626
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Book Description
Increasing numbers of students with learning disabilities (LD) are entering into postsecondary education and seeking accommodations through the university’s disability service office. The academic success of students with LD is contingent on the provision of accommodations by instructors, which allows for an equal educational opportunity. To investigate the use of academic accommodations by postsecondary students with LD, the perspectives of postsecondary students with LD and instructors were obtained pertaining to the practice of using accommodations, the utility of accommodations, facilitators and barriers to the use of accommodations, and how an understanding of disability law contributes to the use of accommodations. Utilizing a mixed-methods research design, using a single university as a case study, the present study triangulated data from three sources: (a) the university’s disabilities service office student database, disaggregated for students with LD; (b) the university’s disabilities service office student and instructor surveys, disaggregated for students with LD and instructors who met inclusion criteria; and (c) interviews with students with LD and instructors. Data analysis revealed that perceptions and attitudes held by post secondary students with LD and instructors as well as peers without disabilities influences the ability of students with LD to use accommodations. Finding also indicated that increased self-advocacy and knowledge of disability law have the potential to positively impact the practice of accommodations. Furthermore, disability service procedures and instructors’ willingness and ability to accommodate students have the potential to facilitate or hinder the use of accommodations by students with LD. Implications for practitioners, future research, and limitations are discussed
Author: Laurie Lewis
Publisher:
ISBN:
Category : Educational surveys
Languages : en
Pages : 84
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Author: Julie McNair
Publisher:
ISBN:
Category : Attention-deficit disorder in adults
Languages : en
Pages : 266
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Book Description
This multiple-case study examined the practices of academic support providers who offered supplemental services for students with learning or attention differences at postsecondary institutions. Students with learning or attention differences transitioning to postsecondary institutions may need assistance developing self-advocacy through practice. The study employed self-determination theory and positive psychology (Deci & Ryan, 2002; Seligman, 2011), asking the central research question, "How do academic support providers at postsecondary institutions offer shared-advocacy, promoting intrinsic motivation through accommodative intervention strategies for students with learning disabilities and/or ADHD?" Previously unheard perspectives of academic support providers at five postsecondary institutions presented these insights. Analysis occurred through description, classification, and interpretation of the data collected from interviews, focus groups and supporting documentation. Triangulation of inputs formed a picture of each institution, embedded in the interactions between support providers, the environment, and those they collaborated with to provide support for students with learning and attention differences (Yin, 2014). Cross-case analysis from each of five postsecondary institutions yielded a synthesized understanding of practitioner responses that facilitate self-determination. Through analysis, common themes emerged including connectivity, accessibility, eligibility, responsivity, and extended support. Findings described the process for establishing new services, types of accommodations made available, means for disseminating accessibility of new options, effective practices of academic support providers and circumstances that worked in their favor when initiating new support systems.
Author: Eunyoung Kim
Publisher: Routledge
ISBN: 1317287703
Category : Education
Languages : en
Pages : 401
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Book Description
Addressing disability not as a form of student impairment—as it is typically perceived at the postsecondary level—but rather as an important dimension of student diversity and identity, this book explores how disability can be more effectively incorporated into college environments. Chapters propose new perspectives, empirical research, and case studies to provide the necessary foundation for understanding the role of disability within campus climate and integrating students with disabilities into academic and social settings. Contextualizing disability through the lens of intersectionality, Disability as Diversity in Higher Education illustrates how higher education institutions can use policies and practices to enhance inclusion and student success.
Author: Diliana Peregrina-Kretz
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Beth Anne Susan Keyes
Publisher:
ISBN:
Category : Learning disabilities
Languages : en
Pages : 418
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Author:
Publisher:
ISBN:
Category : College students with disabilities
Languages : en
Pages : 0
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This final report discusses the activities of Project paacs (Postsecondary Accommodations for Academic and Career Success), a project located on the campus of Mississippi State University and designed to work with the T.K. Martin Center for Technology and Disability to research the assistive technology needs of students with disabilities. Comprehensive research on the assistive technology needs of 141 college students with disabilities was conducted, analyzed and used as the basis for a model training program and a desk reference guide that provided a quick reference for ways assistive technology may improve and expand the academic, career, and employment opportunities of such students. The knowledge of disability laws and recent court cases of 400 faculty/administrators and 70 student affairs staff was also used in the development of a second model training program. The final component of the training program was a guide that provided essential information on accommodations for students with disabilities. A case study of a 27-year-old senior with a history of learning disabilities illustrates how assistive technology can be used to assist with reading, writing, taking notes, and organization. Appendices include assessment forms and training syllabus. (Cr).
Author: Lynn A. Newman
Publisher:
ISBN:
Category :
Languages : en
Pages : 31
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There is a dearth of information on specific accommodations used by students with disabilities at the secondary and postsecondary levels. Using data from the National Longitudinal Transition Study-2, researchers examined a nationally-representative cohort of 3,190 students with disabilities who reported that they had ever enrolled in a postsecondary program since leaving high school. Analysis of differences in rates of self-disclosure indicated that only 35% of youth with disabilities informed their college of their disability. Whereas 98% received disability-based accommodations at the secondary level, only 24% did so at the postsecondary level. Likewise, 59% received at least one modification at the secondary level, but only 4% did in college. Implications for practice and future research are discussed. These data have important implications for those assisting students with disabilities in the transition to postsecondary education. High school transition-planning teams, including students and students, need to be aware that students will be required to self-disclose their disability to the proper postsecondary contact to receive accommodations and services. In addition, secondary planning teams and parents must understand that although accommodations and modifications are available, their use is far more limited at the college level. Thus, the use of accommodations and modifications at the secondary level should be carefully examined and the student should be involved in discussions related to why each is needed, how it is used, and what benefits it provides. At the postsecondary level, it is essential that schools be aware of the almost two thirds of students with disabilities on their campuses who have chosen not to disclose their disability. It highlights the importance of colleges considering universal design principals in developing curriculum. (Contains 1 table.) [This paper was published in "Career Development and Transition for Exceptional Individuals," v38 n3 p173-181 2015 (EJ1079059).].
Author: Mitchell B. Clark
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 240
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Book Description
"This study examined the distribution, utilization, and perceived helpfulness of academic accommodations and supports for college students with Specific Learning Disabilities (SLD). The survey was distributed to directors of Disability Support Service (DSS) programs at two and four year institutions in the state of Washington. Directors were asked to forward the survey to all students identified as having SLD within their programs. Thirty-seven college students with SLD responded to the survey. Results indicated all but one of the accommodations and supports included in the survey were utilized. Only 21.2% of the accommodations and supports were obtained through DSS programs. Across the four categories of Assistive Technology and Programs, Program Modification, Therapy and Counseling, and Miscellaneous Interventions, t-tests analyses revealed significant differences between mean levels of accommodations and supports that were and were not provided by DSS programs. For the Direct Academic Assistance and Strategy Training categories, no significant differences were determined between mean levels of accommodations and supports. All six categories of accommodations and supports were found to have a perceived helpfulness rating of "Helpful" on a five point Likert scale. This study highlights the need for increased faculty and student awareness of available accommodations and supports in postsecondary education"--Document.
Author: Yvonne M. Bradshaw
Publisher:
ISBN:
Category : College students with disabilities
Languages : en
Pages : 496
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Book Description
