Faculty Perceptions of Students with Intellectual Disabilities in Public Postsecondary Education PDF Download
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Author: Andrew Fisher
Publisher:
ISBN:
Category : People with mental disabilities
Languages : en
Pages : 0
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Author: Andrew Fisher
Publisher:
ISBN:
Category : People with mental disabilities
Languages : en
Pages : 0
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Author: Nancy Giagnacova O'Neil
Publisher:
ISBN:
Category : College students with disabilities
Languages : en
Pages : 89
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The purpose of this study was to examine the effects of the perceptions of professors teaching students with learning disabilities and to discover what professional development opportunities university and college instructors viewed as potentially improving their ability to teach students with learning disabilities. The number of students with learning disabilities within postsecondary schools is rapidly increasing; however, the retention rates are significantly lower than their non-disabled peers. Two colleges and one university located within the northeastern region of the Commonwealth of Pennsylvania served as the study sites for this research. Data were collected via a survey presenting both forced-response statements with a Likert-type response scale and open-ended questions. The study sample consisted of 15 professors, three of whom were also interviewed. The study provided insight into future professional-development activities professors would find valuable in teaching students with disabilities. The findings indicated both positive and negative professor perceptions of teaching students with disabilities; however, the majority of the participants had positive experiences. With regard to making accommodations for learning-disabled students, the survey responses indicated the equally variant willingness of the professors to accommodate these students. The participants believed students with disabilities can be academically successful within the postsecondary setting. However, it is clearly important that these students discuss their disability with the professors at the onset of the semester to maximize that success. Learning Centers should develop relationships with the professors that will keep these educators informed of the available services and collaborative support. Institutions of higher learning may have safeguards in place to ensure against this student population misusing accommodations. Such activity serves only to leave professors with negative perceptions of teaching learning-disabled students.
Author: Zach McDowell
Publisher:
ISBN:
Category :
Languages : en
Pages : 210
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Literature on perceptions of students with disabilities has been studied over the years and in a variety of ways but has yet to qualitatively address students with mental health concerns, particularly from a perspective that analyzes perceptions across academic departments. This is problematic, given that students with disabilities are pursuing a postsecondary education at increasing rates, with simultaneous increases in students seeking mental health support (Burwell, 2018; Roy, 2018). In turn, the purpose of this cross-departmental case study is to fill this gap in the literature by exploring the perceptions that faculty had of students with mental health concerns at a mid-size four-year public institution of higher education in the midwestern United States. 14 faculty members of varying rank, type, and experience were interviewed across 11 different academic departments. Using disability theory as the theoretical lens, the data collected helped fill a much needed gap in the perceptions literature by working to understand the perceptions that faculty have of students with mental health concerns. Engaging in a thematic analysis, this study revealed three key themes (a) integration of mental health in the classroom/job duties, (b), faculty concerns for managing the line of care, and (c) opinions of training. Together, these themes reveal that faculty perceptions vary across academic disciplines, containing a mix of both positive and negative perceptions, but are generally positive in nature. Based on the findings, implications for practice and recommendations for future research are presented to further the discussion on perceptions of students with disabilities in higher education.
Author: Jerry Rene Alliston
Publisher:
ISBN:
Category : Barrier-free design for students with disabilities
Languages : en
Pages : 290
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Author: Jan Nahinurk
Publisher:
ISBN:
Category : Learning disabled
Languages : en
Pages : 120
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Author: Kelly R. Kelley
Publisher: Routledge
ISBN: 0429866518
Category : Education
Languages : en
Pages : 380
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Book Description
Teaching, Including, and Supporting College Students with Intellectual Disabilities provides higher education professionals and proponents of post-secondary education programs for students with intellectual disabilities (ID) with a comprehensive guide to developing new programs and inclusive practices for college students with ID. Drawing on their own extensive experience with inclusive college programs, the authors outline lessons learned and offer helpful advice for developing, organizing, and implementing such programs. Covering topics from operating key program elements – such as career training and preparing for post-program success – to working with families and addressing safety issues, this book is both a practical resource and a springboard for generating innovative ideas to expand inclusive learning and living opportunities for individuals with ID. This valuable resource provides a research-based overview of the key elements that any higher education professional or advocate should know when supporting students with and without disabilities.
Author: Ashley Jezik
Publisher:
ISBN:
Category : College students with disabilities
Languages : en
Pages : 170
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Author: Heather T. Wizikowski
Publisher:
ISBN:
Category : College students with disabilities
Languages : en
Pages : 138
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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: Daniel Claytor
Publisher:
ISBN:
Category : Intellectual disability
Languages : en
Pages : 176
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Book Description
In the last decade, the Higher Education Opportunity Act of 2008 has provided students with intellectual disabilities access to attend colleges across the United States. The researchers have collaborated with the Tennessee Inclusive Higher Education Alliance to investigate parents' perceptions of college programs in the state. The researchers sought to identify parents' perceptions of how the program impacted their child, the factors that led them to enroll their child in an inclusive postsecondary education program, and what hopes and ideas of success they see for their child in adult life. The researchers used a descriptive case study design. Participants completed a questionnaire that gave parents the option to participate in a focus group and semi-formal interview to provide findings for this research study. Of the parents (n = 42) who completed the questionnaire, three parents participated in the focus group, and 14 were interviewed. Data analysis revealed emergent themes related to how parents perceived their child was impacted such as increased confidence and personal growth. Financing the program and transportation were barriers to involvement in the program. As it relates to the college experience, parents wanted their child to have the same academic and social opportunities as their non-disabled peers. These perceived benefits imply that inclusive college programs provide valuable training and education to students with intellectual disabilities. Education stakeholders interested in the advancement of inclusive postsecondary education programs have the support of parents who also value the opportunity of attending college presents for their child.
Author: Tracy Lee Winkler
Publisher:
ISBN:
Category : College students with disabilities
Languages : en
Pages : 226
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