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 Educational Experiences of Transfer and Native Students with Learning Disabilities at a Public University written by Andre Mendoza and published by . This book was released on 2014 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past three decades, the number of students with learning disabilities enrolling in post-secondary education has increased (Astin et al., 1988). Recent estimates indicate that 45% of students with learning disabilities transition to some form of post-secondary school within four years of high school graduation (Newman, Wagner, Camento, & Knokey, 2009). Although there is an increase in enrollment, their graduation rate continues to be much lower than that for students without disabilities (Cortiella & Horowitz, 2014). The graduation rate of college students with learning disabilities from four-year institutions is only 34 percent compared to 62.1 percent graduation rate for students without learning disabilities (Cortiella & Horowitz 2014). As more students with learning disabilities enter higher education, the experiences and factors of success leading to the completion of a four-year diploma must be examined. The purpose of this research was to explore and gain insight into the experiences of students with learning disabilities who have either attended a two-year college and then transferred to the current four-year university and those students who have started as a freshman (i.e. native, non-transfer) at the four-year university. An online questionnaire was used to obtain demographic and descriptive quantitative information and to solicit responses to semi-structured and open-ended prompts regarding self-advocacy and coping skills, support systems, and attitudes towards use of accommodations, and impact of learning disability on choice of major and educational experience. Participants were 22 students with learning disabilities at one public university in Northern California. Five themes emerged: (a) factors that influenced requesting academic accommodations; (b) rationale for choosing not to use approved academic accommodations; (c) rationale for self-disclosure of disability to professors; (d) impact of learning disabilities on choice of major; (e) and overall academic challenges. Other findings indicate that students perceived courses on coping strategies, study skills, and self-advocacy as well as the use of study groups and structured tutoring to be beneficial. Due to the small sample size, comparison between native and transfer student data could not be made. Recommendations for practice include suggestions for educators and services providers to evaluate their service delivery models to ensure these services are accessible and available to students. Additional research with a larger sample is needed to further investigate the themes that emerged and any potential differences between transfer and native students with learning disabilities.
Download or read book Making the Transition written by Maricela M. Becerra and published by . This book was released on 2011 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: When a student with disabilities transfers from community college to California State University, Sacramento (CSUS), that student is never guaranteed that they will be able to transfer in their accommodations. Community college students may assume that all of their previous accommodations will also be honored at Services to Students with Disabilities (SSWD) at CSUS. This, however, is not always the case. The source of the data came from interviewing five students with disabilities that transferred from community college to CSUS. The students discussed their experiences in community college with Disabled Students Program and Services (CSPS) and SSWD. This thesis addresses the problems behind this specific transition and the inconsistencies in college accommodations. The end product was a set of guidelines that students can utilize to better prepare themselves for future changes in their accommodations and services.
Download or read book Transitioning to College A Guide for Students with Disabilities 2nd Edition written by Elizabeth Hamblet and published by National Professional Resources Inc. / Dude Publishing. This book was released on 2017-09-01 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: School personnel, parents and high school students with disabilities will all benefit from this new and expanded (6-page) laminated guide by Elizabeth Hamblet. It offers detailed suggestions of ways students with disabilities, with the help of parents and teachers/school staff, can start preparing for the transition to college as early as freshman year of high school. Transitioning to College lists five key areas of preparedness, as identified by researchers. These include: understanding laws that govern how colleges address students with disabilities; understanding the differences between college and high school environments; being aware of college disability services and how to access them; having proper academic preparation for the demands of college work; having the knowledge and self-confidence to advocate for oneself. It also highlights critical elements of three federal laws in which students with disabilities, as well as their families and educators, should be well versed. Referencing the “4 Rs” of college disability services, the author provides an overview of Students’ Rights, Reasonable Accommodations, Responsibilities, Reality. The issue of disability documentation is also covered in significant detail, as are several others.
Download or read book Preparing Students with Disabilities for College Success written by Stan F. Shaw and published by Brookes Publishing Company. This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: College success-put it within reach for students with mild to moderate, non-visible disabilities. This cutting-edge book balances current research with the most practical guidance available on making a smooth transition to college and ensuring the best ac
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 College Success for Students With Physical Disabilities written by Christine Wise Tiedmann and published by Routledge. This book was released on 2021-09-03 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: Planning for college can be one of the biggest moments in a teen's life, but for those students with learning and other disabilities, the college experience can be fraught with frustration, uncertainty, and lowered self-confidence. College Success for Students With Learning Disabilities offers teens the confidence, strategies, and guidance they need to effectively choose a college, get prepared for university life, and make the most of their collegiate experience. Special sections also discuss ADHD and Asperger's syndrome. The book covers pertinent topics such as understanding the rights and responsibilities of students with special needs, talking to professors and peers, getting involved, asking for and receiving accommodations, and utilizing one's strengths to meet and exceed academic standards. This unique reference book also includes a handy guide to universities with special programs and advice from current college students with disabilities to empower future students and provide them with hope for success.
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 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 Understanding the Experiences of Black Or African American Students with Learning Disabilities Transitioning from High School Or a Predominantly White Postsecondary Academic Institution written by Aaliyah El-Amin-Turner and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Research has shown that Black or African American college students with learning disabilities are at greater risk of failure at the postsecondary academic level. Previous studies conducted with students having disabilities have shown that for Black or African American students with learning disabilities there are academic and nonacademic barriers that impede their being able to successfully transition to postsecondary education and complete college. However, few studies have explored the experiences of Black or African American students with learning disabilities who have transitioned from a public high school to a predominantly White institution (PWI). The present study examined the experience of five female Black/African American college students with learning disabilities attending a PWI and how these students made meaning of their transition process from secondary to postsecondary academic institutions. The study uses a qualitative approach and in-depth interviews with narrative results. Findings from this study suggest that the absence of transition planning and inconsistent practices at the secondary education level did not appear to have a substantial impact on how Black or African American students with learning disabilities perceived their transition from high school into a PWI college; however, race did." -- leaf vii.
Download or read book Success for College Students with Learning Disabilities written by Susan A. Vogel and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 369 pages. Available in PDF, EPUB and Kindle. Book excerpt: JANET W. LERNER This timely volume explores issues pertinent to the emerging subject of college education for adults with learning disabilities. The inspiration for the book was a conference held at Barat College in Lake Forest Illinois on April 7, 1990, entitled College Students with Learning Disabilities: Reviewing the '80s and Planning for the '90s. The occasion was the celebration of the tenth anniversary of Barat College's program for college students with learning disabilities. Papers presented at this con ference, plus several additional invited chapters, and those of the co editors are included in this much needed publication. Only a few years ago, college was out of the question for most adults with learning disabilities. It is heartening to note that this situation has changed substantially over the last 15 or so years, with great strides in opportunities for adults with learning disabilities to acquire a college level education. From a slow beginning with programs such as the one at Barat College, there are today programs and support services in a variety of settings at a growing number of colleges and universities. Many indi viduals with learning disabilities can look forward to experiencing college and better preparing themselves for the future. The collection of papers in this book offers a comprehensive review of this exciting and challenging field.
Download or read book Transitioning to College A Guide for Students with Disabilities 3rd Edition written by Elizabeth C. Hamblet and published by National Professional Resources Inc. This book was released on 2024-01-01 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research shows that the transition to college can be easier if students: are knowledgeable about college disability services and how to access them; know about the laws that govern how colleges address students with disabilities; have the proper academic preparation for the demands of college work; understand the differences between the high school and college environments; are prepared to advocate for themselves. This reference guide is designed to help school personnel and parents prepare students— and to help students with disabilities prepare themselves— for the transition from high school to college. It includes information, strategies, and recommendations to make the process smooth and successful. Contents include: The 4 Rs of college disability services (rights, reasonable accomodations, responsibilities, readiness for college academics) Transition planning Admissions and disability The four levels of college disability services Making a college list Disability documentation. Compact yet comprehensive, Transitioning to College: A Guide for Students with Disabilities, 3rd edition is an invaluable resource not only for students with disabilities, but for their parents, teachers and guidance counselors as well.
Download or read book Understanding the Experiences of Black Or African American Students with Learning Disabilities Transitioning from High School to a Predominantly White Postsecondary Academic Institution written by Aaliyah El-Amin-Turner and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Research has shown that Black or African American college students with learning disabilities are at greater risk of failure at the postsecondary academic level. Previous studies conducted with students having disabilities have shown that for Black or African American students with learning disabilities there are academic and nonacademic barriers that impede their being able to successfully transition to postsecondary education and complete college. However, few studies have explored the experiences of Black or African American students with learning disabilities who have transitioned from a public high school to a predominantly White institution (PWI). The present study examined the experience of five female Black/African American college students with learning disabilities attending a PWI and how these students made meaning of their transition process from secondary to postsecondary academic institutions. The study uses a qualitative approach and in-depth interviews with narrative results. Findings from this study suggest that the absence of transition planning and inconsistent practices at the secondary education level did not appear to have a substantial impact on how Black or African American students with learning disabilities perceived their transition from high school into a PWI college; however, race did"--Page vii.
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 Experiences and Perceptions of Students with Disabilities in Higher Education written by Lauren O'Toole and published by . This book was released on 2020 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt: The following study includes the investigation of academic and social perspectives of students with disabilities (SWD) and their relationships with university faculty members as it pertains to the use of accommodations. Participants frequently talked about accommodations as being a large part of their experiences in their college career. Graduate students with disabilities use of accommodations leads to many different topics of negative and positive experiences, which can influence perceptions and behaviors of SWD. This study was designed to be qualitative by collecting the interviews of participants who identify as having a disability and attend a university in the Midwestern United States. Participant interviews were collected and analyzed for commonality and similar ideas across each participant's experience.
Download or read book Clearing the Path for First Generation College Students written by Ashley C. Rondini and published by Lexington Books. This book was released on 2018-06-07 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: Clearing the Path for First-Generation College Students comprises a wide range of studies that explore the multidimensional social processes and meanings germane to the experiences of first-generation college students before and during their matriculation into institutions of higher education. The chapters offer timely, empirical examinations of the ways that these students negotiate experiences shaped by structural inequities in higher education institutions and the pathways that lead to them. This volume provides insight into the dilemmas that arise from the transformation of students’ class identities in pursuit of upward mobility, as well as their quest for community and a sense of “belonging” on college campuses that have not been historically designed for them. While centering first-generation status, this collection also critically engages the ways in which other dimensions of social identity intersect to inform students’ educational experiences in relation to dynamics of race, ethnicity, socioeconomic class, gender, and immigration. Additionally, this book takes a holistic approach by exploring the ways in which first-generation college students are influenced by, and engage with, their families and communities of origin as they undertake their educational careers.
Download or read book Academic Support Experiences and Perceptions of Postsecondary Students with Disabilities written by Heather T. Wizikowski and published by . This book was released on 2013 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: Legislation, social awareness, and advancements in medicine and assistive technology have created meaningful postsecondary opportunities for students with disabilities over the past 30 years. Mainstreaming, inclusion, and transition planning in elementary and secondary schools also greatly contributed to the increased achievement of students with disabilities. Today, 15% of students with disabilities attend four-year colleges. Current federal data show 88% of private and 99% of public universities report students with disabilities enrolled at their institutions. Much of the current research focuses on institutional practice and need. There is a gap in the research when looking at student needs and experiences. This quantitative dissertation study analyzed the relationships between student perceptions, self-advocacy awareness and confidence levels, and available disability accommodations at two institutions of higher learning, one public and one private. One hundred and thirteen undergraduate students with disabilities completed an online survey. Thirty-four respondents attend the private university, and 79 respondents attend the public university. Descriptive and associative statistics were analyzed for comparative experiences between the two settings, knowledge and confidence of self-advocacy skills, and relationships between these variables and disclosure patterns. The sample population of undergraduate students with disabilities appears to have similar experiences. In both settings, public and private, students have similar identification patterns, accommodation experiences, and support experiences. Students in both settings are satisfied with their academic support office and staff. The accommodations students find useful are alternative exam formats, documentation sent to faculty, and registration assistance. Students report having an awareness of and confidence using self-advocacy skills, but have had little to no training in these skills. Students report weak understanding of their legal rights, disability, and accommodations. Students also report poor transition experiences from secondary to postsecondary education, a finding that matches current research. Transition planning at the secondary level must be purposeful in preparing students for four-year college settings when appropriate. Students need self-advocacy skills and disability awareness training before transitioning to postsecondary settings. Future research should also include revisiting the usefulness of accommodations offered in postsecondary settings, studying effective transition models, and looking at the relationship between self-advocacy confidence levels and postsecondary retention rates.
