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Author: Sandra Coffman Fritton
Publisher:
ISBN:
Category : Postsecondary education
Languages : en
Pages :
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Book Description
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: Sandra Coffman Fritton
Publisher:
ISBN:
Category : Postsecondary education
Languages : en
Pages :
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Book Description
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: Carol Kochhar-Bryant
Publisher: Corwin Press
ISBN: 1412952794
Category : Education
Languages : en
Pages : 249
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Book Description
"As mandated by federal law, schools must assist students with disabilities in developing appropriate goals and transition plans for life after high school. Written for teachers and student assistance professionals, this comprehensive and practical book focuses on how the planning process can prepare students for the greater independence of postsecondary settings. Recognizing that students with disabilities have a wide range of needs, this resource discusses the transition requirements of various postsecondary options, including colleges, universities, career and technical training programs, and employment. Developed by highly regarded experts, this authoritative guide includes: the most up-to-date information on key legislation that affects transition services and the rights and responsibilities of students and professionals; advice for helping students document disabilities, develop self-advocacy skills, and seek accommodations; information about postsecondary resources on campus and in the community; students' personal stories and a look at the role of family involvement. An overview of transition considerations for middle school youth."--Publisher's website.
Author: Zuhar Rende Berman
Publisher:
ISBN: 9786257052818
Category :
Languages : tr
Pages : 68
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Book Description
Author: Mary Ruth Coleman
Publisher: Routledge
ISBN: 1351107550
Category : Education
Languages : en
Pages : 318
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Book Description
The decision to go to college is a big one. It signifies a transition into young adulthood and the increasing expectations for independence that can feel exciting, liberating, and daunting! For students with disabilities this transition may be even more challenging. Despite the challenges, more and more students with disabilities are attending postsecondary colleges and universities. While this is certainly encouraging, students with disabilities are less likely to successfully complete their postsecondary programs when compared with their general population peers. So, what do we do? We can learn from our successes during early education and from successful postsecondary programs, taking what we have learned and bring these lessons to scale so that fully inclusive postsecondary programs are available for all students with special education needs. This book was originally published as a special issue of European Journal of Special Needs Education.
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: Laura Horn
Publisher: DIANE Publishing
ISBN: 1428927115
Category : Educational surveys
Languages : en
Pages : 103
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Author: William Darryl Allen
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 266
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Book Description
Despite the increase in postsecondary enrollment, students with disabilities continue to be underrepresented in postsecondary education when compared to their non-disabled peers. High schools and community colleges face the challenge of creating optimal learning environments for students with disabilities. The purpose of this study was to examine the effectiveness of a transition program for students with disabilities. The intent was twofold: (a) to examine the extent to which a transition program for high school students with disabilities facilitated the transition success and retention of students with documented disabilities at the postsecondary level, and (b) to identify program characteristics that contributed to student success. The researcher used an impact evaluation strategy to conduct the study. The study focused on program accomplishments of a single transition program for student with disabilities at a community college in the Mid-Atlantic region of the United States. The researcher conducted open-ended interviews and examined program documents in regards to enrollment patterns and retention of students over a 3-year period. The evaluation of the transition program was guided by the program components of the 1997 Individuals with Disabilities Education Act (IDEA). The study was significant on several levels: concrete information about the relevancy and effectiveness of a transition programs, few researchers have evaluated the effectiveness of transition programs, and very few community colleges have established formal transition programs for high school students with disabilities. The major conclusions were: (a) students with documented disabilities can be more successful at the postsecondary level if they first enroll in a transitional program; (b) the earlier students with documented disabilities are involved in a transitional program, the better their chances are for success at the postsecondary level; (c) students with documented disabilities are interested in enhancing their opportunities for success and they benefit from learning about their disabilities, academic strengths, and weaknesses; and (d) when students with disabilities successfully participate in the mainstream culture inside and outside of the college, they are likely to be more successful. Several major implications emerged from the study: (1) community colleges should become more proactive in promoting access for students with disabilities; (2) institutionalization (mainstreaming) of the transition program could explain how the transition program became essential components of the overall student services program at the institution; and (3) community colleges may need to reconsider what must change if we are to make transition programs more effective learning environments for students with disabilities. Institutionalization of programs and services may be the best way to have a deep and lasting affect on how students with disabilities succeed or fail in the community college environment. -- Abstract.
Author: Meg Grigal
Publisher: Routledge
ISBN: 1317389158
Category : Education
Languages : en
Pages : 201
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Book Description
Navigating the Transition from High School to College for Students with Disabilities provides effective strategies for navigating the transition process from high school into college for students with a wide range of disabilities. As students with disabilities attend two and four-year colleges in increasing numbers and through expanding access opportunities, challenges remain in helping these students and their families prepare for and successfully transition into higher education. Professionals and families supporting transition activities are often unaware of today’s new and rapidly developing options for postsecondary education. This practical guide offers user-friendly resources, including vignettes, research summaries, and hands-on activities that can be easily implemented in the classroom and in the community and that facilitate strong collaboration between schools and families. Preparation issues such as financial aid, applying for college, and other long-term planning areas are addressed in detail. An accompanying student resource section offers materials for high school students with disabilities that secondary educators, counselors, and transition personnel can use to facilitate exploration and planning discussions. Framing higher education as a possible transition goal for all students with disabilities, Navigating the Transition from High School to College for Students with Disabilities supports the postsecondary interests of more than four million public school students with disabilities.
Author: Loring Cowles Brinckerhoff
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 614
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Author: Kristine Wiest Webb
Publisher:
ISBN: 9780890798485
Category : Learning disabled
Languages : en
Pages : 0
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Book Description
