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Author: Heather T. Wizikowski
Publisher:
ISBN:
Category : College students with disabilities
Languages : en
Pages : 138
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Book Description
Legislation, social awareness, and advancements in medicine and assistive technology have created meaningful postsecondary opportunities for students with disabilities over the past 30 years. Mainstreaming, inclusion, and transition planning in elementary and secondary schools also greatly contributed to the increased achievement of students with disabilities. Today, 15% of students with disabilities attend four-year colleges. Current federal data show 88% of private and 99% of public universities report students with disabilities enrolled at their institutions. Much of the current research focuses on institutional practice and need. There is a gap in the research when looking at student needs and experiences. This quantitative dissertation study analyzed the relationships between student perceptions, self-advocacy awareness and confidence levels, and available disability accommodations at two institutions of higher learning, one public and one private. One hundred and thirteen undergraduate students with disabilities completed an online survey. Thirty-four respondents attend the private university, and 79 respondents attend the public university. Descriptive and associative statistics were analyzed for comparative experiences between the two settings, knowledge and confidence of self-advocacy skills, and relationships between these variables and disclosure patterns. The sample population of undergraduate students with disabilities appears to have similar experiences. In both settings, public and private, students have similar identification patterns, accommodation experiences, and support experiences. Students in both settings are satisfied with their academic support office and staff. The accommodations students find useful are alternative exam formats, documentation sent to faculty, and registration assistance. Students report having an awareness of and confidence using self-advocacy skills, but have had little to no training in these skills. Students report weak understanding of their legal rights, disability, and accommodations. Students also report poor transition experiences from secondary to postsecondary education, a finding that matches current research. Transition planning at the secondary level must be purposeful in preparing students for four-year college settings when appropriate. Students need self-advocacy skills and disability awareness training before transitioning to postsecondary settings. Future research should also include revisiting the usefulness of accommodations offered in postsecondary settings, studying effective transition models, and looking at the relationship between self-advocacy confidence levels and postsecondary retention rates.
Author: Heather T. Wizikowski
Publisher:
ISBN:
Category : College students with disabilities
Languages : en
Pages : 138
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Book Description
Legislation, social awareness, and advancements in medicine and assistive technology have created meaningful postsecondary opportunities for students with disabilities over the past 30 years. Mainstreaming, inclusion, and transition planning in elementary and secondary schools also greatly contributed to the increased achievement of students with disabilities. Today, 15% of students with disabilities attend four-year colleges. Current federal data show 88% of private and 99% of public universities report students with disabilities enrolled at their institutions. Much of the current research focuses on institutional practice and need. There is a gap in the research when looking at student needs and experiences. This quantitative dissertation study analyzed the relationships between student perceptions, self-advocacy awareness and confidence levels, and available disability accommodations at two institutions of higher learning, one public and one private. One hundred and thirteen undergraduate students with disabilities completed an online survey. Thirty-four respondents attend the private university, and 79 respondents attend the public university. Descriptive and associative statistics were analyzed for comparative experiences between the two settings, knowledge and confidence of self-advocacy skills, and relationships between these variables and disclosure patterns. The sample population of undergraduate students with disabilities appears to have similar experiences. In both settings, public and private, students have similar identification patterns, accommodation experiences, and support experiences. Students in both settings are satisfied with their academic support office and staff. The accommodations students find useful are alternative exam formats, documentation sent to faculty, and registration assistance. Students report having an awareness of and confidence using self-advocacy skills, but have had little to no training in these skills. Students report weak understanding of their legal rights, disability, and accommodations. Students also report poor transition experiences from secondary to postsecondary education, a finding that matches current research. Transition planning at the secondary level must be purposeful in preparing students for four-year college settings when appropriate. Students need self-advocacy skills and disability awareness training before transitioning to postsecondary settings. Future research should also include revisiting the usefulness of accommodations offered in postsecondary settings, studying effective transition models, and looking at the relationship between self-advocacy confidence levels and postsecondary retention rates.
Author: Dawn D. Dickey
Publisher:
ISBN:
Category : Assistive computer technology
Languages : en
Pages : 0
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Book Description
Within the past 20 years, postsecondary institutions have seen an increase in the enrollment of students with disabilities. The purpose of this concurrent transformative mixed methods study was to examine the perceptions of students with disabilities on assistive technology use in the postsecondary educational environment while considering existing practices, policies, and procedures used to address potential barriers. Using a social justice framework grounded within the Critical Theory constructivist paradigm, 179 undergraduate students with disabilities at a college of technology in Pennsylvania were invited to complete a survey to gain insight on perceived factors impacting assistive technology use. The researcher then conducted semi-structured interviews of 13 participants with different levels of self-rated proficiency of assistive technology use. Interviewees then participated in either a follow up focus group or one-on-one with this researcher. Research questions that guided this study included: 1) What do students with disabilities in a postsecondary educational environment perceive are factors that impact effective assistive technology use?, 2) How do students with disabilities describe the impact of assistive technology use on their experience in the postsecondary education setting?, and 3) How do students with disabilities view the effectiveness of support and services currently available in the postsecondary environment regarding effective assistive technology use?. Findings and results of this study lead to several conclusions of what students with disabilities perceive are factors impacting their assistive technology use in the postsecondary environment today. These include: 1) availability and ease of use of assistive technology, 2) limited experience and training with technology when transitioning to postsecondary education, 4) limited accessibility and universal design practices, and 5) and personal/emotional impact of disability. This study offers recommendations for developing practices, policies, and procedures to meet the needs of students with disabilities in the postsecondary environment. These include introducing assistive technology services and supports to students much earlier in their academic career, establishing collaborative advocacy teams in the postsecondary environment to strengthen the overall support offered to students for the duration of their studies, advancements and availability of technology, and building Universal Design and accessibility into the infrastructure at postsecondary institutions.
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: 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: Kathryn I. Dziekan
Publisher:
ISBN:
Category : Learning disabled
Languages : en
Pages : 174
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Book Description
Author: Warren Edward Whitaker
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 123
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Book Description
Since the inception of the Americans with Disabilities Act (ADA) of 1990, there has been a steady increase in the enrollment of students with disabilities in higher education. With the postsecondary transition in educational supports from the Individuals with Disabilities in Education Act (IDEA) in high school to ADA in college, there has been a lack of research related to the experiences of these students with disabilities while they are in college. Considering the changes in disability experience resulting from education policy changes from high school (IDEA) to college (ADA/Section 504), the purpose of this study was to examine the experiences of first-year students with disabilities at four-year higher education institutions. This study utilized components from Disability Studies in Education approach, Disability Critical Race Studies (DisCrit), Acculturation, and Diverse Learning Environment frameworks in analyzing first-year students with disabilities' experiences. Using a mixed-methods approach to investigate both attitudes and perceptions, the researcher conducted a survey of 63 students representing five colleges and focus group interviews with 43 students representing three colleges. Findings indicate that first-year students with disabilities are assimilating into the mainstream non-disabled culture in higher education. First-year students with disabilities heavily rely on adult's (parents or disability service personnel) knowledge in educational decision making. Additionally, the findings also highlight the impact of fee-based, specialized disability programs on first-year student experiences and perceptions of campus climate. This study contributes to the understanding of the conditions that support and challenge the higher education experiences of first-year students with disabilities. The findings also highlight a need for more research examining a broader range of disability categories and the intersection of disability and race.
Author: Christine Marie Sacco
Publisher:
ISBN:
Category : College students with disabilities
Languages : en
Pages : 107
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Book Description
The purpose of this study was to identify perceptions of writing and motivation in seeking academic assistance from self-identified students with learning disabilities in a 4-year public postsecondary institution. Additionally, identification of strengths and weaknesses in writing was pursued as a means of assisting writing centers to create effective writing programs in postsecondary institutions for students who experience difficulty in writing. Self-identified students with disabilities were appropriate participants for this study because these particular students have an awareness of their disability, their academic needs, and their areas of strengths and weaknesses in various disciplines. Areas identified by the sample size may be applied to other students who experience difficulty in writing within the institution. In order to recognize factors contributing to motivation and identification, a literature review was conducted to evaluate components of common practices in the postsecondary writing process. Components included (a) identifying disabilities, (b) defining self-identification, and (c) defining self-determination. Additionally, understanding the various academic support services available to students was acknowledged, particularly disabilities service centers and writing centers. To understand the academic process of postsecondary basic writers and the cause of the disconnect between secondary and postsecondary writing curriculums, a definition of underprepared students needed to be established. Similarly, descriptions of poor writing skills, secondary education writing scores, and common writing challenges were evaluated. Qualitative research methods were used through semi-structured interviews to obtain information regarding participant experiences. Themes emerged from findings and included (a) goal orientation, (b) identification of postsecondary writing expectations, (c) self-awareness of strengths and weaknesses, and (d) motivational factors contributing to academic success. Finally, although limitations were identified and suggestions were made for future research, results from participant responses proved consistent with research presented from past studies.
Author: Nancy J. Evans
Publisher: John Wiley & Sons
ISBN: 1118018222
Category : Education
Languages : en
Pages : 544
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Book Description
Create campuses inclusive and supportive of disabled students, staff, and faculty Disability in Higher Education: A Social Justice Approach examines how disability is conceptualized in higher education and ways in which students, faculty, and staff with disabilities are viewed and served on college campuses. Drawing on multiple theoretical frameworks, research, and experience creating inclusive campuses, this text offers a new framework for understanding disability using a social justice lens. Many institutions focus solely on legal access and accommodation, enabling a system of exclusion and oppression. However, using principles of universal design, social justice, and other inclusive practices, campus environments can be transformed into more inclusive and equitable settings for all constituents. The authors consider the experiences of students, faculty, and staff with disabilities and offer strategies for addressing ableism within a variety of settings, including classrooms, residence halls, admissions and orientation, student organizations, career development, and counseling. They also expand traditional student affairs understandings of disability issues by including chapters on technology, law, theory, and disability services. Using social justice principles, the discussion spans the entire college experience of individuals with disabilities, and avoids any single-issue focus such as physical accessibility or classroom accommodations. The book will help readers: Consider issues in addition to access and accommodation Use principles of universal design to benefit students and employees in academic, cocurricular, and employment settings Understand how disability interacts with multiple aspects of identity and experience. Despite their best intentions, college personnel frequently approach disability from the singular perspective of access to the exclusion of other important issues. This book provides strategies for addressing ableism in the assumptions, policies and practices, organizational structures, attitudes, and physical structures of higher education.
Author:
Publisher:
ISBN:
Category : College students with disabilities
Languages : en
Pages : 310
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Book Description
"Once students graduate from public education, the supports for individuals with disabilities change significantly. The law requiring school districts to support students with disabilities no longer applies upon graduation. As the familiar support structure no longer exists, the transition for students with disabilities is very difficult. The purpose of this qualitative case study will be to learn the perceptions of students with Specific Learning Disabilities (SLD) in regard to accessing accommodations from the Office of Disability Services in a public community college setting, identifying barriers, and utilizing self- advocacy skills."--Leaf 3.
Author: Meg Grigal
Publisher: Brookes Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 354
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Book Description
Help students with intellectual disabilities succeed in college with this comprehensive resource. You'll discover the big picture of today's postsecondary options and learn how to support students with disabilities before, during, and after a successful t
