Literaturnachweis - Detailanzeige
| Autor/in | Montoya, Aile |
|---|---|
| Titel | A Comparison of the Educational Supports Needed and Provided for Undergraduate and Graduate Students with Learning Disabilities in Higher Education |
| Quelle | (2009), (264 Seiten)
PDF als Volltext Ph.D. Dissertation, University of Florida |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-1096-7049-3 |
| Schlagwörter | Hochschulschrift; Dissertation; Undergraduate Students; Learning Disabilities; Correlation; Student Needs; Equal Education; Comparative Analysis; Student Attitudes; Teaching Methods; Adaptive Testing; Student Surveys; Probability; Academic Support Services; Student Personnel Services; United States |
| Abstract | Disability laws such as the American with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973 mandate equal access to academic programs, activities, and services for students with disabilities. Therefore, disability laws require that institutions of higher education offer students with learning disabilities (LD) various types of educational supports to help them compete alongside their non-disabled peers. As a result, the purpose of this study was to compare undergraduate and graduate students with LD to identify their similarities and differences in the educational supports needed and supports provided for completion of coursework and program requirements. Bronfenbrenner's ecological systems theory served as the theoretical framework for this study. An online survey was used to gather data about the educational supports that undergraduate and graduate students with LD perceived as needed and are being provided at institutions of higher education. The types of educational supports assessed were as follows: (a) instructional, (b) examination, and (c) administrative. Participants included 293 students with LD enrolled with the office of disability services at nine, large-population, public institutions located across the United States. The online survey was electronically mailed to students with LD by the office of disability services at each university. The results of the correlation analysis revealed that there are significant weak, moderate, and strong positive relationships between supports needed by and provided for undergraduate and graduate students with LD. A series of t-tests revealed that graduate students perceived a greater need for varying types of educational supports compared to undergraduate students. These differences indicated that the academic, social, and emotional demands of graduate programs exceeded those of undergraduate programs and, therefore, it is necessary for graduate students to receive a wider range of educational supports to benefit learning. Additionally, a series of Chi-square tests revealed discrepancies between what supports students requested and what supports institutions provided. Therefore, graduate students perceived a greater need for educational supports; however they had the same probability of being provided with such supports compared to undergraduate students. Furthermore, a series of Two-Way Analysis of Variance (ANOVA) indicated differences by institutions with the types of educational supports perceived as needed by and provided for undergraduate and graduate with LD. These findings demonstrated that students with LD are a heterogeneous group and, therefore, have individual learning profiles. As a result, it is suggested that students with LD become knowledgeable about their strengths and weaknesses as well as the educational supports offered in order to make informed decisions about which postsecondary educational institution to attend. Finally, open-ended questions consisting of students' written responses revealed that undergraduate and graduate students perceived their need for instructional, examination, and administrative supports necessary to complete coursework and program requirements. Results also indicated that cooperation among institutions, disability services, faculty, and students is necessary for providing educational supports that benefit students with LD. (Full text of this dissertation may be available via the University of Florida Libraries web site. Please check http://www.uflib.ufl.edu/etd.html) [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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