Author: Shannon Renee Smith
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 0
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"The purpose of this research was to examine the perceptions of college students with disabilities and perceptions of faculty concerning accommodations and/or services at two-year institutions located in Mississippi. Students with disabilities are entering institutions of higher education at a higher rate than previously known (Hawke, 2004). There was a demand to provide appropriate accommodations in order to meet the needs of students with disabilities in order to help them be academically successful at two-year institutions. This research study examined the perceptions of how students were accommodated at 15 two-year institutions located in Mississippi. In order to accomplish this purpose a survey was developed to examine how students perceived accommodations that were provided and the accommodations that were the most helpful to them. Also, in order to accomplish this purpose a questionnaire was developed to examine how faculty perceived accommodations that were provided that were the most helpful to students. The results indicated that students and faculty had a positive perception on receiving accommodations at two-year institutions. Keywords: disability, accommodation, and two-year institutions"--Abstract from thesis.
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: Mitchell B. Clark
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 240
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"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: Sandra Coffman Fritton
Publisher:
ISBN:
Category : Postsecondary education
Languages : en
Pages :
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Perceptions of college Disability Support Services (DSS) and school system personnel regarding emerging best practices, adequacy of preparation of students with disabilities to access accommodations in college, and communication across systems were examined in this study. Once in college, students with disabilities have a lower rate of completion/success than their peers. Accommodations promote success in college, yet students with disabilities are not accessing them, thereby reducing their success. Adequacy of student preparation to access accommodations and communication across systems affects the access of accommodations by college students with disabilities. This study is qualitative, with 43 participants. It includes DSS personnel from five, four-year and five, two-year colleges/universities and transition personnel from five public school divisions in Virginia. Snowball sampling and a guided interview format were used. Rigor was addressed through triangulation, including document and web review. Results indicate that differences between the ADA and IDEA require students, teachers, and parents of students with disabilities to have knowledge of students' rights and responsibilities under the ADA to prepare them for accessing accommodations in college. Students were more likely to be prepared when they had knowledgeable and supportive parents, transition teams, and teachers/case managers. Characteristics of individual students also help determine the effectiveness of student preparation. School system participants feel they have lack of access to students with disabilities transitioning to college to effectively prepare them for accessing accommodations in college. They also lack feedback about preparation effectiveness. Participants believe additional communication is needed. Existing communication is directional with school system staff making requests of DSS staff. There is also need for additional college outreach to school systems and a structure for ongoing communication is desired. It is recommended that best practices in preparation and communication be identified, knowledge of transition teams/parents be improved, and usefulness of the Summary of Performance be determined. Development of a system for students with less severe disabilities for transition preparation and a system for increased feedback and communication between systems personnel is needed. The VDOE and SCHEV should work to improve avenues for joint preparation and develop goals and an action plan for implementation.
Author: Brecken Rush
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Given the significance of completing college, the low college graduation rate for students with disabilities, and the effect of support services on students in the general population's ability to complete college, it is essential to understand the link between accessing support and attaining positive postsecondary education outcomes for the wide-ranging population of college students with disabilities. Students with disabilities attend postsecondary education more significantly than ever before, and the literature shows they do not perform as well academically as their peers. Higher education institutes expect students with disabilities to perform academically at the same levels as their non-disabled peers. Therefore, institutions must identify and support them. With graduation completion rates deteriorating throughout higher education, administrators, faculty, and staff are more pressured than ever to meet all students' needs. In response, higher education institutions are developing and restructuring their support services to meet the needs of students with disabilities. Through this study the researcher sought to compare the perceptions of students with disabilities who chose to register with the university's disability resource center and utilize the accommodations and services they provide and the students who disabilities who chose not to register for these services. A quantitative study was performed using the National Survey of Student Engagement 2021-2022 to identify first year and senior students with disabilities. Multiple choice questions from the survey were analyzed to address each research question. The study compared the students identifying as having a disability and their registration status with the university's disability resource office. The data from this study provided insight into the perceptions of students with disabilities, and how they feel about MSU's DRC and utilizing its services and accommodations. Data also provided a comparison of students with disabilities who chose to register with DRC and those who did not in active learning, collaboration with peers, collaborative strategies with faculty, and the facilitation of the students social and emotional well-being and a supportive academic environment on campus by faculty.
Author:
Publisher:
ISBN:
Category : College students with disabilities
Languages : en
Pages : 47
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With nearly 98% of public institutions reporting enrollment of students with a disability, requests for services, supports, and accommodations is increasing (Gordon et al., 2002; National Council on Disabilities, 2003). However, certain barriers and/or perceptions get in the way of students' mobility in seeking and acquiring necessary accommodations. While disability services and accommodations are available, it appears that many students do not take advantage of them in a timely manner. While it is not required for a student to disclose information about a learning disability, the student will not be able to acquire any accommodations. Students should be prepared and equipped with the self-determination and self-advocacy skills to find and use available resources in college. The current research attempted to determine if selected students with a learning disability at James Madison University are able to advocate for themselves by seeking services and/or accommodations upon entering into post-secondary education in relation to his or her knowledge and understanding of the learning disability, degree of transition services, and perceptions about seeking help. The results indicated that those students who came to Disability Services during their freshman year had more preparation in high school for the transition to college; however, it appears that those students who sought services early may have had more serious academic difficulties (e.g., they were still receiving services during their senior year of high school and were more likely to have comorbid attention and anxiety-related concerns). Overall, getting to Disability Services early does seem to make a difference in a student's academic achievement. Implications for school psychologists, suggestions and feedback regarding the development of a transition protocol within the schools, and future research are discussed.
Author: Jamie F. Hoffman
Publisher:
ISBN: 9781303521065
Category : College students with disabilities
Languages : en
Pages : 460
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Abstract: Despite the vast research on students with disabilities, little is known about the perspectives of faculty in higher education. According to the literature reviewed, the overall experience of students with disabilities inside the classroom in higher education is negative due to faculty knowledge, awareness, and perceptions. Institutions of higher education are seeing an increase in the number of students with disabilities who are attending college. Students with disabilities have needs inside of the classroom that exceed a typical student in higher education. Faculty provides the support inside of the classroom necessary to meet both the university standards and the standards addressed in the Americans with Disabilities Act. The purpose of this study was to assess faculty knowledge, awareness and perceptions as they relate to students with disabilities and the regulations that mandate accessibility in higher education. A survey was administered to 162 faculty members at a large four-year university in the southeastern United States. The findings from this study identified that faculty at the university had significant differences across gender, knowledge, awareness, and perceptions. No significant group differences were found in faculty based on years teaching and their knowledge, awareness, and perceptions. Findings could serve as the foundation for future research on faculty knowledge, awareness, and perceptions. In addition the findings add to the existing literature and provide data to offices for students with disabilities to further understand faculty knowledge, awareness and perceptions as well as possible justification for faculty development. Suggestions and implications for practice are also addressed.
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: John I. Goodlad
Publisher: Macmillan College
ISBN:
Category : Education
Languages : en
Pages : 312
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Author: Yvonne Redmond-Brown
Publisher:
ISBN:
Category :
Languages : en
Pages : 392
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