The Effects of Identity and Psychological Empowerment on Accommodation Usage and Achievement for College Students with Disabilities PDF Download
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Author: Yeana W. Lam
Publisher:
ISBN: 9781339472195
Category :
Languages : en
Pages : 160
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Book Description
The primary intention of the study was to examine quantitatively the relationship between disability identity and the frequency of accommodation usage, with the inclusion of more conventional predictors (i.e., psychological empowerment, knowledge of accessing supports, and perceived usefulness of accommodations) as part of the process in linking the two variables. To address this research question, the study adopted the theoretical frameworks of social identity theory and social theories of disability in order to explore and attempt to validate the structure of a multifactorial disability identity construct. The study then investigated the connection that accommodation usage might share with disability identity and other predictors. As a secondary research question, this research also sought to uncover the potential relationship among these variables and academic achievement.
Author: Yeana W. Lam
Publisher:
ISBN: 9781339472195
Category :
Languages : en
Pages : 160
Get Book Here
Book Description
The primary intention of the study was to examine quantitatively the relationship between disability identity and the frequency of accommodation usage, with the inclusion of more conventional predictors (i.e., psychological empowerment, knowledge of accessing supports, and perceived usefulness of accommodations) as part of the process in linking the two variables. To address this research question, the study adopted the theoretical frameworks of social identity theory and social theories of disability in order to explore and attempt to validate the structure of a multifactorial disability identity construct. The study then investigated the connection that accommodation usage might share with disability identity and other predictors. As a secondary research question, this research also sought to uncover the potential relationship among these variables and academic achievement.
Author: Amber M. O'Shea
Publisher:
ISBN:
Category :
Languages : en
Pages : 197
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Book Description
Given the increasing number of undergraduate students with psychiatric disabilities enrolling in college and the disproportionately high attrition rates among this group, it is important that researchers understand the experiences of these students and identify and address the barriers to higher education that face this population. While most college campuses make a number of modifications, accommodations, and services available to students with registered disabilities, researchers suggest that many students with psychiatric disabilities fail to either register or make effective use of such services. Research has found that the endorsement of disability identity impacts the proactive utilization of valuable academic accommodations and promotes students' academic success. However, little is known about how disability identity is shaped and maintained within the context of college. Still, even less is known about the experiences of students with psychiatric disabilities or how they construct meaning pertaining to their disability within college. The current study explored the processes by which undergraduate students with psychiatric disabilities make meaning of their disability identity through interaction and participation within the college context. Furthermore, I explored students' decisions regarding disability disclosure and the utilization of support services as one means of understanding a motivated action indicative of disability identity. I employed an interpretative phenomenological approach to gain insight into the perceptions, meaning making, and lived experiences of undergraduate college students with psychiatric disabilities regarding the contextualized construction of disability identity. The results of the analysis suggest that disability identity is dynamic and constructed through interactions with others and participation in various activities and experiences presented in the college environment. These findings contribute to the literature on identity formation in college students with psychiatric disabilities and provide important implications for theory, research, and practice.
Author: Kathleen Monagle
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 133
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Book Description
The number of students with disabilities attending college has skyrocketed since the passage of the Americans with Disabilities Act in 1990. However, the success of college students with disabilities has not kept pace with the increased access to college for such students. Despite the positive impact of accommodation usage on students' academic success, many students with disabilities are not availing themselves of this opportunity. The need to understand why college students with disabilities are not requesting the accommodations to which they are entitled is a question of critical importance. Institutions need more information about the factors that influence a student's decision to use accommodations in college. This quantitative correlational study used an electronic survey to examine factors that may influence students' decision to use accommodations. Data was analyzed through the use of chi square analysis and logistic regression. Four variables were found to have a significant influence on students' decision to use accommodations: (1) year in school; (2) major; (3) disability category; and (4) attitude toward requesting accommodations, as measured by the ATRA scale (Barnard-Brak, et al., 2009). Students who were more likely to use accommodations: were in their second year of school; were in non-STEM majors; reported multiple disabilities; and (not surprisingly), possessed a more positive attitude toward the use of accommodations. The information learned may be used to inform policies and procedures to support the success of college students with disabilities.
Author: Bonnie M. Hodge
Publisher: Praeger
ISBN:
Category : Education
Languages : en
Pages : 184
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Book Description
Thirty-five teaching practitioners in higher education collaborated to provide this resource about the accommodation process for students with disabilities in the college classroom. It provides the educator with concrete teaching strategies for addressing the individual needs of students and a model illustrating the components necessary for student success. Additionally, to provide pertinent information about disabilities to others in higher education, the subchapters are grouped into eight areas that disabilities can impact in the learning process: attention, concentration, and memory difficulties; chronic health problems; hearing impairments and deafness; integrative processing difficulties; mobility impairments or motor control difficulties; social behavior disorders or difficulties with consistent performance; speech and language difficulties; and visual impairments or blindness. Since the accommodation process is reinforced by federal law, the book also contains highlights of the law and how it relates directly to faculty responsibility. As a result of this, expectations of faculty are increased and teaching practices involving accommodation efforts result in more access to education by more students.
Author: Michael James Lyman
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 85
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Book Description
Students with disabilities at the postsecondary level face a number of different barriers to accommodation use. Past research has shown that students with disabilities that use accommodations obtain greater academic achievement and higher graduation rates. Limited research has been conducted to identify barriers to accommodation use, and the research that has been conducted has not sampled a population that was specifically identified as having faced barriers to accommodation use. By interviewing students with disabilities, who had been identified as having faced barriers, this study identified seven themes. Four of the identified themes were considered complex as they contained sub-themes, while the other three themes were more straightforward and contained no sub-themes. The four complex themes were Desire for Self-Sufficiency, Desire to Avoid Negative Social Reactions, Insufficient Knowledge, and Quality and Usefulness of DSS and Accommodations. The three straightforward themes were Negative Experiences with Professors, Fear of Future Ramifications, and Accommodations are Not Needed. It is hoped that the findings of this study help both disability support service providers and students with disabilities in making better and more informed decisions regarding barriers to accommodation use.
Author: Benjamin J. Lovett
Publisher: Applying Psychology in the Sch
ISBN: 9781433817977
Category : Education
Languages : en
Pages : 0
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Book Description
Deciding whether to grant test accommodations for a student with disabilities is challenging and controversial. Current accommodations practice is seldom research based, and professionals charged with such decisions often reach different conclusions. The result can be either unnecessary accommodations that compromise test validity or the denial of accommodations to a student who needs them. In this book, Benjamin Lovett and Lawrence Lewandowski draw on research to offer clear, specific guidelines for deciding when accommodations are appropriate for a student with disabilities -- depending on the test being taken, the accommodations being considered, and the student's functional skills. The book also explains how laws and practices differ for K-12 accommodations versus postsecondary education and workplace accommodations, as well as how universal test design might lessen the need for test accommodations.
Author: Erin Bentrim
Publisher: Taylor & Francis
ISBN: 1000980375
Category : Education
Languages : en
Pages : 311
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Book Description
Sense of belonging refers to the extent a student feels included, accepted, valued, and supported on their campus. The developmental process of belonging is interwoven with the social identity development of diverse college students. Moreover, belonging is influenced by the campus environment, relationships, and involvement opportunities as well as a need to master the student role and achieve academic success. Although the construct of sense of belonging is complex and multilayered, a consistent theme across the chapters in this book is that the relationship between sense of belonging and intersectionality of identity cannot be ignored, and must be integrated into any approach to fostering belonging.Over the last 10 years, colleges and universities have started grappling with the notion that their approaches to maintaining and increasing student retention, persistence, and graduation rates were no longer working. As focus shifted to uncovering barriers to student success while concurrently recognizing student success as more than solely academic factors, the term “student sense of belonging” gained traction in both academic and co-curricular settings. The editors noticed the lack of a consistent definition, or an overarching theoretical approach, as well as a struggle to connect disparate research. A compendium of research, applications, and approaches to sense of belonging did not exist, so they brought this book into being to serve as a single point of reference in an emerging and promising field of study.
Author: Karen A. Myers
Publisher: Jossey-Bass
ISBN: 9781118846117
Category : Education
Languages : en
Pages : 0
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Book Description
Here is an overview of students with disabilities in postsecondary institutions and the importance of allies in their lives. It is a call to action for faculty, staff, and administrators in all facets of higher education, and emphasizes the shared responsibility toward students with disabilities and toward creating meaningful change. This monograph begins with a look into the future of disability education. How will students create their own identities? Will there be a need for disability accommodations or will a universally designed world eliminate that current necessity? It also looks at the past, with discussions of disability legislation such as the ADA of 1990, the impact of Supreme Court decisions, descriptions of college students with disabilities, and the paradigm shift from the medical “deficit” model of disability to one that focuses on the individual’s lived experience as a social construct. Drawing on theoretical frameworks in multiple disciplines, disability identity development is explained, ally development is defined, and disability services are explored. The monograph ends with a discussion of where disability education is now and how faculty, staff, and administrators will continue to be allies of inclusion for students in the years to come. This is the 5th issue of the 39th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Author: Geary J. Cantrell
Publisher: Universal-Publishers
ISBN: 1581120885
Category : Education
Languages : en
Pages : 167
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Book Description
The at-risk student population is growing larger in number with educators finding increased difficulty in meeting their diverse needs. Traditional teaching methods are not always working successfully. Accommodative services and aternative methods of education must be implemented in a fashion that will ignite students to success. Standard forms of statistical measurement (attendance, dropout, and graduation rates) have consistently shown negative ratings in schools across America. These measurements are indicators that students' educational needs are not being appropriately dealt with. This study shows how increased accommodation has a major impact on the educational success rates of at-risk students. It also reveals the importance of going beyond societal expectations and limits to reach students educationally. Finally, this study proves at-risk students will take responsibility for their educational success without losing accountability or being enabled.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 498
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Book Description
