College and University Students with Disabilities: "Modifiable" Personal and School Related Factors Pertinent to Grades and Graduation (original) (raw)
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Students with disabilities have not been fully welcomed in higher education in spite of litigation, court cases, and positive shifts in public perceptions. The transition from high school to college is challenging for students without disabilities. Students with disabilities often get overlooked by their institution and overwhelmed during this transition, contributing to an achievement gap for these students. Student success is measured by retention, academic achievement, and on-time graduation. This research study examined how student success was impacted by a student’s registration with the campus disability office, use of accommodations, and use of institutional and social support systems. This study explored a new frontier of research that dispels the myth that students with disabilities are a homogenous group. The results of this study can be used to increase knowledge regarding students with disabilities and their success in higher education. The results will assist college an...
1999
Changes in higher education in the United States usually occur in response to societal attitudes and social and legislative policies. Over the past 15 years, post-secondary institutions have experienced a significant increase in the enrolment of students with disabilities, a trend that has resulted in more wheelchair users in colleges and universities. Wheelchair users have unique problems among students with disabilities because of the presence of physical barriers in university environments and some negative attitudinal barriers. In this study, the university life experience of six students with disabilities, who used a wheelchair to attend school, was explored. A qualitative methodology involving one-on-one interviews was used with two undergraduate and four postgraduate students attending a large urban university. The interview sessions were analysed and the data coded into descriptive themes. The six major themes were: what college education means to us; making choices; personal support network; institutional responsibility; university community; and self-promotion -a much-needed business tool. 'Experience is a wholesome process' had emerged as a meta-theme connecting all six themes together into describing the student educational experience. The data obtained describe university life from the perspective of these participants. Barriers to participating in university life are identified and facilitating factors for satisfactory university life are explored. Further research is recommended to understand the factors in a university environment that prevent students who are disabled and use a wheelchair from succeeding. A few suggestions recommended by the researcher are: rural and suburban institutions could be studied separately; studies could be done exclusively with undergraduate or postgraduate students; separate studies should be done with students with different disability categories and disability levels; the support network could be included in the data collection.
College Students with Disabilities: Their Future and Success
The Adaptech Research Network in collaboration with our partners recently completed three studies whose goal was to explore obstacles and facilitators to college studies and examine what happens to college graduates with and without disabilities a year after graduation. Participants were: 182 graduates with and 1304 without disabilities from three large junior/community colleges, 57 college based professionals providing disability-related services, and 300 students with disabilities who were registered to receive disability related services from their college. While current students with disabilities indicated that disability-related accommodations such as extended time on exams were important facilitators, for the most part these students, as well as graduates with disabilities, mentioned the same facilitators as their nondisabled peers. The same was generally true for obstacles. The main difference here was that students and graduates with disabilities cited disability-related iss...
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2010
Counseling and Personnel Services Students with disabilities are entering colleges and universities across the nation in ever-increasing numbers, with the greatest percentage being students with learning disabilities (LD). Yet, students with disabilities often do not graduate from college at the same rate as students without disabilities. Self-determination is an important skill for students to possess as they navigate a more complex academic environment in which they are required to make decisions independently. Having effective services for students with v My thanks extend to the Disability Support Service staff at several other universities who were so helpful in forwarding my survey to their registered students. You all made a monumental task easier. Also, to the students with disabilities whom I have known over the past several years and especially those who have participated in this study: I wish you all much success and I hope this study contributes to the way in which universities understand how to assist students with learning disabilities to succeed academically. vi
Recent changes in public schools surrounding common core, higher academic standards and elevated graduation requirements are causing educators to rethink their role and contributions to guarantee success. This makes the high school diploma more difficult to obtain, while making college entrance more competitive. Throughout the formal education there are many opportunities to address dysfunctional learning habits to secure entrance into special educational programs. As the high school atmosphere becomes harder to navigate through for mainstream students, that same difficulty will become exponentially more difficult for special education students on a diploma track. The National Center for Education Statistics show that for the 2008-09 school year, 88% of all 2 year and 4 year colleges are enrolling students with disabilities (2011). This shows significant increase due to students with disabilities enrolling in higher education at a higher rate for every year that passes. Between 1996 and 1998 there were only 72% of institutions that were enrolling students with disabilities. There are career and education goals made early, the student education path that comes from students, parents, and school staff. It is rare for high school graduation to represent the final goal for any student. This keeps the student support team working toward a goal higher than high school completion, which is where transition comes into special education. Where will these students go after high school, what will they do, and will they be self-sufficient or dependent? The issue lies in the effectiveness of the process and practice of this transition. Current research supporting high school transition interventions will be reviewed along with data to identify the need for academic and guidance counselors. More specifically, accessibility of guidance counselors to Special Education students will be identified through research and statistics from around the world. This gathering of data will support reason to decide on the necessity of new interventions and what those interventions will be through the many years of high school to higher education transition. This intervention will be utilized to improve the connectedness, not only between students and success, but high school and higher education institutions. High school graduation rates in special education and accessibility to guidance counselors need some attention while not forgetting to address those that will certainly graduate and their options after leaving their secondary school.
Contributing Factors to Academic Performance for Students with Disabilities
The Journal of Postsecondary Education and Disability, 2021
Students with disabilities comprise a significant portion of college students and helping more students with disabilities succeed would be beneficial. Currently, colleges have successfully offered assistance to these students, and it has enhanced their ability to both attend and succeed in college. However, students with disabilities are less likely to access available resources through the Department of Disability Support Services once enrolled in college and are less likely to complete their education once started. Improved ability to manage life and school has been cited as important factors related to success at college for all students. Disabilities make managing life and school an even more pressing issue. This exploratory pilot study assessed whether Disability Support Services undergraduate students' grit, resilience, satisfaction with life, wellness, and perceived health were associated with higher grade point averages. Findings indicated that better health was associated with higher grade point averages. Significant relationships were also found between frequency of engagement in health behaviors by students with disabilities and their resilience, grit, and life satisfaction. These findings suggest that Disability Support Services should work with students to manage and develop general health promoting lifestyle habits and encourage students with disabilities to access available resources.