Download or read book Supporting College and University Students with Invisible Disabilities written by Christy Oslund and published by Jessica Kingsley Publishers. This book was released on 2013-11-21 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: With increasing numbers of students with invisible disabilities attending college and university, faculty and staff find themselves faced with new challenges. This practical handbook provides lecturers, tutors, disability services, and administrative staff with an overview of the invisible disabilities they may encounter, dispelling common myths and offering practical advice to support the needs of these students. Students with invisible disabilities are often academically talented but struggle with certain aspects of higher education such as keeping track of appointments or maintaining concentration in lecture halls. By providing detailed information on a range of disabilities including autism, AD/HD, dyslexia, OCD, and affective disorders, this book facilitates a better understanding of the unique needs of these students and what their strengths and limitations may be. With ideas for adapting teaching methods, offering suitable accommodations, and improving institutional policy, this is vital reading for all university faculty and staff.
Download or read book Empowering Students with Hidden Disabilities written by Margo Izzo and published by Brookes Publishing Company. This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dare to Dream discusses critical topics for young people with hidden disabilties, such as self-advocating, developing positive relationships with mentors, planning for college, successful working life, interpersonal skills, and satisfying relationships.
Download or read book COLLEGE STUDENTS WITH DISABILITIES MOTIVATION TO UTILIZE DISABILITY SUPPORT SERVICES written by Rachel Heather Meyer and published by . This book was released on 2012 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study investigated the motivation of college students with disabilities to disclose their disability(s) to the university and to utilize disability support services. Eleven college students with a diversity of invisible disabilities from a large university were interviewed using a narrative approach. Analysis involved a combination of inductive and deductive procedures informed by Self-Determination Theory (SDT) (Ryan & Deci, 2002; Deci & Ryan, 2000). The analysis identified six themes in the narratives within which students' experiences were analyzed as more or less supportive of their psychological needs of autonomy, competence, and relatedness: (1) Disability Construction; (2) High School Experience; (3) Significant Adults; (4) Disability Resources and Services (DRS) and other Services; (5) Interactions with Faculty; and (6) Interactions with Peers. An important conclusion of the analysis was that students' motivation and decision to disclose their disability and to utilize support services was framed by the level of acceptance of their disability--or, in self-determination theory terms, their integration of their disability to their authentic self. Students' narratives that suggested integration of the disability to the self also included indication of the students being more proactive, agentic, flexible, adaptive, and open in disclosing their disability to the university, to faculty and to peers, and in utilizing support services. In contrast, students' narratives that suggested partial or non-integration of the disability, and ambivalence towards being labeled with a disability, also included indication for hesitance, rigidity, and less adaptive patterns of disclosure and utilization of services. Different levels of integration of the disability in students' narratives were concordant with indication in the narratives of different levels of support for the psychological needs of autonomy, competence, and relatedness--particularly by significant adults at home and in high-school. These general psychological-motivational patterns manifested in the narratives as individual profiles that integrated the six themes into the unique narrative of each participant. The study ends with consideration of the implications of the findings to future research and possible ways by which university disability support services may promote effective utilization of services by students with disabilities.
Download or read book Learning how to Learn written by Joyanne Cobb and published by CWLA Press (Child Welfare League of America). This book was released on 2001 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written for high school and college students with learning disabilities (LDs), this thorough, down-to-earth manual, designed in an LD-friendly format, gently steers students through the process of applying to college, selecting the right classes, and succeeding academically.Drawing from her own experiences as a struggling student with a learning disability, the author offers concrete, step-by-step advice on how LD students can discover their learning strengths; take standardized entry tests in a form best suited to their needs; obtain special services; find and select a college program that will best support them and their goals; take advantage of a wide range of supports; and learn and advocate for their rights under the Americans with Disabilities Act. The author also gives lots of personal tips and strategies for doing course work, writing papers, and taking tests. A guide to LD-friendly colleges and universities and additional resources are included.
Download or read book Students with Disabilities in Postsecondary Education written by Laura Horn and published by DIANE Publishing. This book was released on 1999 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Succeeding as a Student in the STEM Fields with an Invisible Disability written by Christy Oslund and published by Jessica Kingsley Pub. This book was released on 2013 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: The STEM fields attract many students with autism and related disabilities who are highly intelligent, but who, upon entering higher education, may find that they struggle with independent living and a different way of learning. Full of practical advice, this is a useful handbook that students and parents can refer to throughout the college years.
Download or read book From Disability to Diversity written by Lynne C. Shea and published by The National Resource Center for The First-Year Experience. This book was released on 2019-02-25 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: Colleges and universities are seeing increasing numbers of students with a range of disabilities enrolling in postsecondary education. Many of these disabilities are invisible and, despite their potential for negative impact on students’ academic and social adjustment, some students will choose not to identify as having a disability or request support. Approaching disability from the perspective of difference, the authors of this new volume offer guidance on creating more inclusive learning environments on campus so that all students—whether or not they have a recognized disability—have the opportunity to succeed. Strategies for supporting students with specific learning disabilities, attention-deficit/hyperactivity disorder, autism spectrum disorder or who display learning and behavioral characteristics associated with these profiles are described. A valuable resource for instructors, advisors, academic support personnel, and others who work directly with college students.
Download or read book College for Students with Disabilities written by Pavan John Antony and published by Jessica Kingsley Publishers. This book was released on 2015-08-21 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sharing the personal stories of individuals with disabilities who describe both the challenges and successes of their time in higher education, and with a major section on the findings of broad ranging research into the experiences of such students, the book explores the current situation, what works, and how things can be improved. "You are not college material" or "you don't belong in college" are comments frequently heard by students with disabilities. Despite this, college education is now an expected part of the transition to adulthood for many individuals with disabilities. The book includes practical advice to encourage self-advocacy in students with disabilities, and to support the professionals who are facing the challenges alongside them. Covering cerebral palsy, autism spectrum disorders, intellectual disabilities, and much more, this is vital reading for parents, individuals with disabilities, school teachers, college professors, and professionals working with adults with disabilities.
Download or read book Succeeding as a Student in the STEM Fields with an Invisible Disability written by Christy Oslund and published by Jessica Kingsley Publishers. This book was released on 2013-04-28 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: The STEM fields (Science, Technology, Engineering and Math) attract many students with autism, ADD, affective disorders and related invisible disabilities who are highly intelligent and analytical, but who, upon entering higher education, may find that they struggle with independent living and a different way of learning. This is a preparation guide for students and their families that explains everything they need to know about the university experience including classroom behavior, study skills, self-reliance, accessing support services, and when parents should and shouldn't get involved. Offering practical advice and strategies, this is a useful handbook that students can refer to again and again throughout their college years guiding them on their paths to becoming the inventors, scientists, engineers, and computer entrepreneurs of the future.
Download or read book A Nationwide Survey of Disability Support Personnel Regarding Transition Documentation and Services for Postsecondary Students with Invisible Disabilities written by Charles Wadlington and published by . This book was released on 2012 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Disability as Diversity in Higher Education written by Eunyoung Kim and published by Routledge. This book was released on 2017-02-03 with total page 401 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Exploring the Disabled Experience in Higher Education written by Mona Whisler Smith and published by . This book was released on 2013 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: Individuals with disabilities historically have been stigmatized in terms of their capabilities and social value. Despite equal opportunity and protections though modern U.S. legislation, negative perceptions and discrediting often is experienced. For example, during the course of obtaining higher education, students with invisible disabilities are frequently under scrutiny regarding their "need" for accommodations (Bento 2011; Connor, Gabel, Gallagher, & Morton 2008; Olney & Brockelman 2003), the genuineness of the impairment (Bento 2011; Schambler 2009), and if in fact those who have disabilities (especially learning disabilities) are capable of obtaining such education. Students must negotiate not only the structural systems and their oppressions, but they must negotiate themselves in relation to the varied and multiple identities other than disability that they possess (West & Zimmerman 1987). Each identity carries its own oppression, stigma and obstacles to the students' success, challenging them daily to embrace or deny their identities in order to successfully navigate their experience of higher education. Most policies, procedures, and accommodations in both public policy and education have been developed based on the outsider's viewpoint grounded upon normative, medicalized, and legal definitions of disability rather that the experiences of people with disabilities themselves (Ranseen & Parks 2005; Riddle & Weedon 2006), creating oppressive systems. Studying the experiences of students with disabilities can give direct and specific information to address my research question: This understanding can give direct and specific information as to what students experience in their educational journey and answer the question of, "What are the experiences of students with invisible disabilities in higher education?"
Download or read book Trajectories of Students with Invisible Disabilities written by Barbara Anne Burton and published by . This book was released on 2005 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Perceived Availability and Usefulness of Academic Accomodations Academic Supports and Academic Self efficacy in Graduate Counseling Students with Invisible Disabilities written by Lisa Marie Ansell and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic accommodations exist through Section 504 of The Rehabilitation Act of 1973, The Americans with Disabilities Act of 1990, and the Americans with Disabilities Act Amended Act of 2008. Graduate counseling students with invisible disabilities may be unaware of all available accommodations or find incomplete information on disability support services websites. Such lack of awareness creates academic and emotional barriers for students with an invisible disability. While these issues are not isolated to one university, this quantitative study analyzed responses to an anonymous survey that invited current graduate counseling students enrolled in a CACREP counseling program who identified as having ADHD, autism, dyslexia, traumatic brain injury, or other neurodivergent disorder to evaluate the effects of perceived availability and usefulness of academic accommodations, academic support, and academic self-efficacy. The study's findings indicated that most students were unaware of available academic accommodations beyond more time to take exams and submit assignments. Furthermore, students indicated they would likely use other accommodations that may better suit their academic needs. The results also suggest that more awareness of available accommodations is needed beyond more time to take exams and submit assignments to provide students with clear information when deciding to disclose their disability and request accommodations. The scales used in the study provided suggestions for future qualitative research on how lack of awareness about academic accommodations creates barriers for students and educators who have or work with individuals with invisible disabilities.
Download or read book Supporting Neurodiverse College Student Success written by Elizabeth M.H. Coghill and published by Rowman & Littlefield. This book was released on 2020-11-12 with total page 313 pages. Available in PDF, EPUB and Kindle. Book excerpt: The basic premise of neurodiversity is that there is no “normal” baseline for brain processes, but that all individual brains vary and therefore are diverse. The CAST organization estimates that 11% of college students enrolling in post-secondary campuses having a learning disability or learning difference. As neurodiverse students enroll in post-secondary education, the environments within which these students learn, can either support or impede their ability to succeed. Simply put, a neurodiverse campus population means that educators recognize that all students process and learn differently and must adapt our approaches and services in order to reach and support all students enrolled on our campuses. Neurodiverse students are a growing population on today’s college campus. Their growing presence prompts new approaches to support their success and change traditional student services and collegiate experiences. This practical guide: Assists readers in better understanding neurodiverse students and the way campus services can create welcoming environments Explores the role Universal Design for Learning (UDL) and Executive Functioning (EF) plays in student success, and Focuses on specific collegiate offices and services that effectively address the needs of neurodiverse learners. Chapters cover tutoring, learning supports, academic coaching, academic advising, career services, residential living, and classroom experiences that impact and assist neurodiverse college students.
Download or read book Disability in Higher Education written by Nancy J. Evans and published by John Wiley & Sons. This book was released on 2017-03-06 with total page 544 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Universal Design in Higher Education written by Sheryl E. Burgstahler and published by Harvard Education Press. This book was released on 2010-01-01 with total page 369 pages. Available in PDF, EPUB and Kindle. Book excerpt: Universal Design in Higher Education looks at the design of physical and technological environments at institutions of higher education; at issues pertaining to curriculum and instruction; and at the full array of student services. Universal Design in Higher Education is a comprehensive guide for researchers and practitioners on creating fully accessible college and university programs. It is founded upon, and contributes to, theories of universal design in education that have been gaining increasingly wide attention in recent years. As greater numbers of students with disabilities attend postsecondary educational institutions, administrators have expressed increased interest in making their programs accessible to all students. This book provides both theoretical and practical guidance for schools as they work to turn this admirable goal into a reality. It addresses a comprehensive range of topics on universal design for higher education institutions, thus making a crucial contribution to the growing body of literature on special education and universal design. This book will be of unique value to university and college administrators, and to special education researchers, practitioners, and activists.
