Literaturnachweis - Detailanzeige
| Autor/inn/en | Newman, Lynn A.; Madaus, Joseph W.; Lalor, Adam R.; Javitz, Harold S. |
|---|---|
| Titel | Effect of Accessing Supports on Higher Education Persistence of Students with Disabilities |
| Quelle | (2020), (40 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College Students; Students with Disabilities; Academic Persistence; School Holding Power; Self Disclosure (Individuals); Secondary School Students; Student Needs; Academic Support Services; Academic Accommodations (Disabilities); Outcomes of Education; Longitudinal Studies; Transitional Programs; Special Education; National Longitudinal Transition Study of Special Education Students |
| Abstract | This study examined the effect of accessing supports available to the general student body and disability-related supports on college perseverance for students with disabilities. This secondary analysis of a nationally-representative longitudinal dataset, the National Longitudinal Transition Study-2, included a sample of approximately 2,330 college students with disabilities who had been identified as having a disability in secondary school. Students were included in the sample independent of their decision to disclose their disability to their college. Evidence from propensity analyses indicated that students with disabilities who had accessed universally-available and/or disability-related supports were significantly more likely to persist in their 2- or 4-year college programs. Additionally, retention rates were higher for those who had accessed universally-available supports only, such as writing and math centers, which don't require disclosure of a disability. Implications for higher education institutions are discussed, including the need for professional development for all administrators and staff to better understand how to respond to the needs of students with disabilities, with an emphasis on the fact that the majority of students with disabilities on a campus do not self-disclose. [This is the online version of an article published in "Journal of Diversity in Higher Education."] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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