Download or read book The Effects of Identity and Psychological Empowerment on Accommodation Usage and Achievement for College Students with Disabilities written by Yeana W. Lam and published by . This book was released on 2015 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Identity of College Students with Psychiatric Disabilities and Use of Support Services written by Amber M. O'Shea and published by . This book was released on 2016 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Beyond Access written by Kathleen Monagle and published by . This book was released on 2015 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Accommodations Or Just Good Teaching written by Bonnie M. Hodge and published by Praeger. This book was released on 1997-10-28 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Barriers to Accommodation Use for Students with Disabilities in Postsecondary Education written by Michael James Lyman and published by . This book was released on 2013 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Impact of a Sense of Belonging in College written by Erin Bentrim and published by Taylor & Francis. This book was released on 2023-07-03 with total page 311 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Testing Accommodations for Students with Disabilities written by Benjamin J. Lovett and published by Applying Psychology in the Sch. This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Allies for Inclusion Disability and Equity in Higher Education written by Karen A. Myers and published by Jossey-Bass. This book was released on 2014-01-07 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Accommodation written by Geary J. Cantrell and published by Universal-Publishers. This book was released on 2000-05 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-08 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Trade Agreement Procedures written by and published by . This book was released on 1948 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Empowerment Through Access written by Dorea Denesian Carter Bonneau and published by . This book was released on 2004 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Experiences and Sense making of Students with Non visible Disabilities on Their Transition to College and Utilization of Academic Accommodations written by Lori Smith and published by . This book was released on 2014 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: The transition to college can be a difficult time for recent high school graduates. There are additional challenges for students with disabilities related to obtaining the academic accommodations to which they are legally entitled. The purpose of this study was to investigate how first-year college students with non-visible disabilities experience the transition to college, particularly in terms of requesting and utilizing academic accommodations. Five current traditional-age college students participated in this study. The researcher utilized an interpretative phenomenological analysis (IPA) approach to examine their experiences. The participants initially desired independence as a hallmark of leaving high school. This included a reluctance to utilize accommodations related to their disabilities. The participants perceived that their high schools did not provide them with information about the transition to college. While most of the participants would have preferred to conceal the fact that they had a disability, they understood the need to self-disclose this information to their university's disability services office in order to receive accommodations. Additionally, the participants' interactions with professors influenced their experiences with receiving accommodations. The findings are relevant for secondary and postsecondary professionals who provide transition and accommodation services to students with disabilities, as they are in a position to help remove barriers to accommodation use. Additional research is needed to explore the perspectives of students with disabilities who may experience the college transition differently based upon their own characteristics or the characteristics of their institutions.
Download or read book Perceptions of Extended Time Accommodations Among Postsecondary Students with Disabilities written by Mary Hall Degraffenried Slaughter and published by . This book was released on 2019 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students with disabilities often take tests using extended time accommodations, which provide students with additional time to complete tests in order to reduce the impact of their disability on their scores. At the postsecondary level, students must take the initiative to seek and request accommodations, and their perceptions of them likely influence which, if any, accommodations they use when taking a test. Through interviews with postsecondary students with disabilities, the current study identified students' perceptions about extended time, including the frequency with which they use it, factors that impact their usage (e.g., test format, disability symptoms), and obstacles they have faced in obtaining and utilizing their accommodations (e.g., instructor-related concerns, social ramifications). It is hoped that these findings help disability service providers (DSPs), psychologists, and students with disabilities make more informed decisions regarding the use and provision of extended time accommodations in college.
Download or read book Academic Ableism written by Jay Dolmage and published by University of Michigan Press. This book was released on 2017-11-22 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: Places notions of disability at the center of higher education and argues that inclusiveness allows for a better education for everyone
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 Collaborative Autoethnography written by Heewon Chang and published by Routledge. This book was released on 2016-06-16 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: A practical guide providing researchers with a variety of data collection, analytic, and writing techniques to conduct collaborative autoethnography projects.
