Download or read book A Phenomenological Study of the Experiences of Higher Education Students with Disabilities written by Allen J. Heindel and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Further research in this area may allow students with disabilities with online courses in higher education to become more vocal about their needs from their individual perspectives and in their own words, and pave the way for improving the quality of the online learning environment for them.

Download or read book A Phenomenological Study on the Experiences and Needs of Disabled Students in Higher Education written by Alanka Babb and published by . This book was released on 2022 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was aimed to describe the experiences of twelve students with disabilities at a higher education institution in Maryland. The theory that guided this study was Luigi Taparelli d’Azeglio’s (1843) and John Rawls’s social justice theory. The social justice theory addresses the importance of equality, access, liberty, and the fair distribution of resources in society to promote social and economic development for all. A qualitative methodology was used to execute the study. Data was collected using focus groups, interviews, and letters. The data was analyzed using Moustaka’s (1994) modification of Van Kaam’s method of phenomenological analysis. This technique allowed me to gather a complete textual description utilizing horizontilizing, reduction, and ultimately ascertaining a composite structural description or the essence of participants’ experiences. The central question for this study was: what are the lived experiences of students with disabilities attending a four-year university? Three themes and several sub-themes were revealed during the data analysis process. These themes included socialization, the importance of accommodations, and university resources. Implications for findings suggest that university faculty members must be trained to support students with disabilities to ensure equitability. Future research recommends utilizing a more diverse sample and incorporating both students and faculty members to gather multiple perspectives while emphasizing students’ experiences.

Download or read book A Phenomenological Study of the Online Education Experiences of College Students with Learning Disabilities written by Michael Ray Murders and published by . This book was released on 2017 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: The body of research concerning college students with learning disabilities is sparse relative to the percentage of college students with learning disabilities who attend college. Further, the majority of existing research fails to capture the student voice and the lived experiences of the students themselves. The purpose of this study was to explore the experiences of college students with learning disabilities who utilized online education at a public university centrally located in the United States, resembling numerous comprehensive regional universities. Using a qualitative, phenomenological research framework, this study uses in-depth individual interviews to collect data from eight participants. Interviews were recorded, transcribed, and thematically analyzed. Four categories emerged as central to their experiences as college students with learning disabilities: (1) faculty engagement, (2) student engagement, (3) course organization, and (4) needed resources. These four categories and their interconnections resulted in five major themes determined to be the results of this study: (1) students with learning disabilities like the convenience and flexibility of schedule afforded by online classes, (2) online structure and organization affords students with learning disabilities more time to process and understand information (3) students with learning disabilities feel more independent and confident with the structure and organization of online courses, (4) students with learning disabilities perceive a lack of interaction in online classes, and (5) instructors lack understanding and support of accommodations and students with learning disabilities. This study provides numerous opportunities for future research related to the topic and findings. The findings from this study may also provide context and insights for postsecondary institutions, faculty, student services personnel, and family of students with learning disabilities, as well as the students themselves.

Download or read book Exploring the Experiences of Female Student Veterans with Disabilities Entering Higher Education During Reintegration written by Beverly Williams and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative transcendental phenomenological study was to explore and describe the lived experiences of female student veterans with disabilities entering higher education during reintegration in order to improve programs, services, and support available to female student veterans with disabilities. A screening questionnaire, interviews, a focus group, and journals were used to collect data. Participants consisted of 11 female student veterans with disabilities who were purposively selected using criterion, snowball, and maximum variation sampling. The central research question was: What are the transition experiences of female student veterans with disabilities entering college during reintegration into society? Four sub-questions were also addressed. Data analyses were conducted using Moustakas' (1994) recommendations of a transcendental phenomenological study, and five themes were identified. Textural and structural descriptions were written and integrated into the composite description to reveal the essence of participants' experiences. Findings served to inform post-secondary institutions of the diverse needs of female student veterans with disabilities so they can better serve them, increase student veterans' perseverance and academic success, and provide a smoother reintegration for all student veterans with disabilities.

Download or read book Experiences with Disabilities in Higher Education written by Moira A. Carroll Miranda and published by . This book was released on 2014 with total page 936 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to the data from the National Center for Education Statistics, the participation of students living with disabilities (SLWD) attending institutions of higher education has risen. This qualitative phenomenological study was designed to explore the experiences of inclusion of SLWD attending higher education. The purpose of this study was to learn from the experiences of six SLWD attending an institution of higher education (IHE) in Puerto Rico and the role of assistive technologies (AT) in this process. The theoretical framework that guided this study was drawn from the tenets of critical theory and disability studies. The data was collected during a period of six months through the development of semi-structured interviews. Portraits-in-progress were developed to bring to the forefront the participants' voices and how they describe their experiences of participating in IHE and using AT in the process. Each of these stories provides insight into how SLWD describe, confront, experience, resist, struggle, and above all negotiate with social oppressions that manifest in multiples ways throughout their participation in IHE. The analysis of the interviews was done following the interpretative phenomenological analysis guidelines which revealed complex issues that surface when exploring the process of inclusion of SLWD in IHE such as: access, assistive technology, barriers and being pro-active which are interrelated. Among the findings of this study was that while AT provides the opportunity to participate and interact in IHE, the process towards gaining access to AT is surrounded by many complexities. It was also found that AT was used by participants as a means towards resisting and reacting to their exclusion. Several findings throughout this study provide insights to the different barriers SLWD encounter while attending IHE; being society's reaction to disability the one identified by the participants to have its most adverse effect on their daily experiences.

Download or read book Understanding College Students with a Learning Disability written by William Licht and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological research study was to describe the essence of what it means to be a college student at Midwest Christian University who is identified with a learning disability (LD) after beginning a collegiate learning experience. The theory that guided this study was three-fold. Combining Bandura's study of self-efficacy, the concept of resiliency, and a biblical worldview of learners, the study investigated the effects of a delayed LD identification on the academic and emotional lives of the participants. Additionally, the study analyzes steps that can be followed to alleviate the effects of the phenomenon. Data was collected during the research process by personal and focus group interviews and by document analysis of questionnaires. Research findings were analyzed in an attempt to ascertain recurring themes and patterns. Such themes and patterns provided clusters of meaning to more fully describe the experience of the college student who first learns about a personal learning disability after starting their higher educational journey. The data revealed that the participants struggled in many areas. Academically, the participants toiled in reading, writing, and mathematical courses; faced troubling transitional obstacles as freshman; and labored in large lecture courses. Emotionally, the participants were overwhelmed by frustration and discouragement about college in general and had high anxiety about interaction with faculty members. Institutionally, universities should create practices that encourage mentoring relationships, testing accommodations, lighter student academic loads, and interactive learning.

Download or read book Hearing Their Voices written by Deleah Archer-Neal and published by . This book was released on 2016 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: This phenomenological study was designed to examine the experiences and perceptions of transition services and the presence of self-determination and self-advocacy skill sets in college students that were identified with a specific learning disability (SLD) and received special education services in high school. Once a high school student with a disability reaches the age of 14, the law indicates that transition services and supports must be provided as the student prepares to exit high school and plans to obtain post-secondary education, explore career plans and participate in recreational and independent living needs. The researcher conducted face-to-face interviews with 10 college students that received special education services in high school from five different states. This qualitative study revealed that SLD students perceived that their transition services were inadequate. Conversely, participants demonstrated evidence of self-advocacy and self-determination through their daily actions in high school and college. These findings suggest additional research is needed in the area of implementation of transition services and bridging the gap of services between high school and higher education institutions.

Download or read book A Phenomenological Study of Faculty Experience with Providing Students with Disabilities Academic Accommodations in Postsecondary Settings written by Larue A. Pierce and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to a 2019 report by the U.S. Department of Education, National Center for Educational Statistics, 19 percent of male students and 20 percent of female students who enrolled in postsecondary education during the 2015-2016 academic year reported having a disability. Colleges and universities continue to see an increase in the number of students with disabilities enrolling in postsecondary education. Postsecondary students are granted services under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Section 504 of the Rehabilitation Act states institutions that receive federal funds cannot exclude persons with disabilities from participation because they have a disability. The study examined the lived experiences of faculty at postsecondary institutions in providing academic accommodations to students with disabilities. An examination of these factors highlighted the importance of disability-focused training for faculty. Participants included faculty at a postsecondary institution located in the United States Midwest. Data for this qualitative phenomenology study were collected via ten interview questions. The results provide information for a needs assessment of accommodations for students with disabilities and indicate areas of importance in disability-focused trainings for faculty.

Download or read book Experiences of Interaction for Students with Disabilities in Online University Programs written by Dzenana Jalovcic and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: There is growing interest in online learners with disabilities because of an increase in the number of students with disabilities enrolled in universities and colleges across North America, enabling human rights legislation, and opportunities presented by advances in use of information and communication technologies in education. The past decade has seen a significant number of publications covering this topic; however, the experience of students with disabilities engaged in online learning remains an under-researched area. To address this gap in the research literature, a descriptive phenomenological study was conducted to describe the experience of interaction for students with disabilities who study online in an institution of higher education. The structure of the experience of interactions for students with disabilities in online programs had five constituents: having access, working harder, being supported, being connected, and becoming. Having access, working harder, being supported, and being connected were constituents that had a high intra-constituent variability in which experiences of students were not described as a singularity but as a continuum that ranged from a lack of or a limited presence of the constituent to fully present constituent in participants' descriptions. Students also described the following barriers: processes of accessing accommodations, inconsistencies in providing accommodations, a lack of awareness of disability, accommodations, rights and obligations among instructors, responsiveness of the system to students' inquiries, and over-reliance on a single mode or an activity in the design of courses. Knowing themselves and flexibility were facilitators that helped students with disabilities learn in the online environment. Flexibility was a multidimensional concept including flexibility of time, people, processes, infrastructure, course design, and funding. This research contributes to the current body of knowledge by capturing experiences of students with disabilities that are mostly absent from the literature. By describing the nature of students' experiences of online learning, this study revealed that there was an institutional capacity to support students with disabilities in online higher education; however, this capacity was not present consistently within programs and across different departments pointing to the areas of potential changes at instructional, administrative, service, and policy levels.

Download or read book Examining the Lived Experience of Students with Reading Comprehension Learning Disabilities and the Perceived Value of the Accommodations Received written by Katie M. Dodge and published by . This book was released on 2012 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students with learning disabilities, including a reading comprehension learning disability, are attending higher education institutions at an increasing rate. As a result, higher education institutions will need to be prepared to accommodate these students, especially with those accommodations perceived as most valuable by the students who use them. This phenomenological study gave a voice to the lived experiences of eight Midwestern community college students diagnosed with a reading comprehension learning disability. Interviews with these students identified the perceived value of the accommodations they receive and how these accommodations contribute to their self-efficacy and perceptions of academic success. Study conclusions will provide institutions of higher education with knowledge as to the accommodations students diagnosed with a reading comprehension learning disability perceive as most valuable to their academic success.

Download or read book A Phenomenological Study of Students with Hidden Disabilities in Higher Education written by Rosemary Shepherd and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Vis ability in Higher Education written by Shannon Smigo and published by . This book was released on 2007 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Wounded Warriors on Campus written by John Arehart and published by . This book was released on 2016 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: The battle of reintegration has largely been lost by the country's veterans with disabilities, now identified as Wounded Warriors. High rates of homelessness, suicide, unemployment, and depression are reminders that the war goes on for them long after they have come home. The lost war of reintegration - especially in terms of the college classroom - served as the foundation of this study. Staff, faculty, and fellow students are often inadequately prepared to meaningfully interact with Wounded Warriors. Using a phenomenological approach, the goal of this study was to uncover the lived experiences of Wounded Warriors in the college classroom and use the findings to help colleges and universities effectively integrate them into the classroom and university experience. The five themes that emerged from in-depth interviews were: friction with traditional undergraduates, cooperation with adult learners, self-accountability, professorial training, and relating to other veterans. Results showed that traditional undergraduates were one of the biggest transition obstacles Wounded Warriors faced. Cooperation with adult learners was positive; self-accountability was the primary motivation behind academic success; professorial training was uniformly confirmed; relating to other veterans was positive but deeply nuanced. The findings of this study confirm the need for further research to better understand and serve this segment of the higher education student population.

Download or read book The Lived Experiences of Professors with Disabilities in the Midwestern United States written by Chelsie Gaspar and published by . This book was released on 2021 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: In response to the limited amount of teachers with disabilities within the education field, higher education institutions have added faculty members with disabilities. As professors with disabilities are starting to emerge into higher education, few researchers have studied the experiences of being a professor with a disability. The purpose of this transcendental phenomenological study was to add to this limited research by exploring the lived experiences of professors with disabilities. Twelve professors with disabilities from public universities and community colleges in the midwestern United States were interviewed. A thematic analysis approach was used to identify seven themes that captured the experiences of being a professor with a disability. Results indicated that professors with disabilities used a variety of strategies to overcome obstacles that they experienced and to enhance their teaching effectiveness. Strategies included collaborating with colleagues; using meditation, therapy, and exercise; taking professional development opportunities; and managing a disability so that it does not hinder a faculty member's teaching effectiveness. In addition, having a disability was an asset in the classroom for these instructors. It created empathy and mutual understanding and encouraged the professor and their students to develop positive relationships with one another. The essence of this study is that the lived experiences of professors with disabilities gives the professor an awareness of both their own reality and the reality of the world. Implications and considerations for future research and practice are discussed.

Download or read book Understanding the Experiences of College Students with Learning Disabilities written by Beverly A. Ebo and published by . This book was released on 2016 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: College is an important and significant undertaking for any student, especially for someone with a learning disability. The number of students with a learning disability entering post-secondary education is increasing each year; therefore, it is important for academia to increase its understanding of students with learning disabilities and the perception of their experiences while they navigate their way through college. Using the theoretical framework of Self-Determination Theory, the purpose of this Interpretive Phenomenological Analysis (IPA) study was to understand and describe the experiences of students with a learning disability as they make their way through college. As such, this study sought to answer the following research question: How do upperclassmen college students with a learning disability describe their college learning experiences at a private university located in the Southeast United States? The participants perceived that by concealing their learning disabilities, it would be easier for them and they would avoid being stigmatized. However, they understood in order to receive accommodations they had to self-disclose this information after leaving high school. The participants faced many adversities; however, it was their resilience that made them successful. The findings are relevant for secondary and post-secondary professionals who provide services to students with learning disabilities. However, additional research is needed to explore the perspectives of students with learning and physical disabilities to include diversity such as gender, ethnicity and other characteristics that may be unique to the specific college.

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 Experiencing Self advocacy written by Anne Namy Bramlage (Ed.D. candidate at the University of Hartford) and published by . This book was released on 2021 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: Within institutions of higher education, it is imperative that female students with a disability advocate for themselves to ensure they receive the necessary accommodations. Furthermore, female students with a disability are doubly marginalized in that: (a) existing gender differences affect women more in both emotion and physical wellbeing (Jha et al., 2012; Lin, 2016; Alshebou, 2019) and (b) internal and external challenges associated with having a disability (Hong, 2015; Lightner et al., 2012; O'Shea et al., 2016). The purpose of this descriptive phenomenological study was to examine what female undergraduate students with a disability reported regarding their self-advocacy on a college campus, by employing Self-Determination Theory as advanced by Deci and Ryan (1985). The theoretical framework utilized in this study explored three areas of the framework, namely, autonomy, competency, and relatedness. Data was collected via interviews with eight female undergraduate students with a disability. Several important conclusions can be determined. The study identified that intersectionality, agency, and generativity were related to self-advocacy. A lack of support negatively impacted self-advocacy. The ambiguity of campus ethos positively and negatively impacted participants experiences on campus. Recommendations for practice included, providing residential assistant training on campus which educates how to assist students with disabilities, as well as students with disabilities-based mentorship programs. Faculty support professional development videos could enhance understanding of impairments, and the implementing of campus centers for students with disabilities could allow for safe spaces and enhanced community on campus. Future qualitative research should be conducted examining the intersectionality of female undergraduates with disabilities as well as investigating female college student development in light of specific disabilities.