Literaturnachweis - Detailanzeige
| Autor/in | Cooper, Joshua M. |
|---|---|
| Titel | "Even a Little Bit of Independence Can Go a Long Way": The Experiences of Students with Disabilities Transitioning from High School to College |
| Quelle | (2023), (108 Seiten)
PDF als Volltext Ed.D. Dissertation, Marshall University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3776-3629-8 |
| Schlagwörter | Hochschulschrift; Dissertation; Students with Disabilities; Transitional Programs; College Students; Student Attitudes; Parent Attitudes; Intervention; Special Education; Educational Experience; High Schools |
| Abstract | According to the National Center for Education Statistics (2020), the national percentage of first-time, full-time college students who returned to the same campus the following year was 81%. For students with disabilities, retention and graduation statistics were disproportionate to their non-disabled peers. Students with disabilities graduated high school at a rate of 73% in 2018 (NCES, 2020) but completed college programs at a rate of just 38% while their non-disabled peers graduated at a rate of 51% (Sanford et al., 2011). Additionally, students were less likely to be full time students and were less likely to graduate on time (Lee, Rojewski, Gregg, & Jeong, 2014). In order to understand why so many college-bound students with disabilities are failing to complete post-secondary programs or participate in the typical college experience I conducted interviews to explore the experiences of students with disabilities who have transitioned from high school to college. The intent of this qualitative study was to utilize these interviews to explore the experiences of students with disabilities who have made the transition from high school to college and gain insight into how students with disabilities, parents, and Intervention Specialists could better prepare for a successful transition from high school to college, and how colleges might better serve students with disabilities while they are enrolled. Findings: Interviews with participants revealed two major themes: Challenges and Supports. Interestingly, there was not a consensus among participants about these challenges and supports. Some participants had great difficulty in areas that came easily for others. This aligns with the individualized nature of special education that participants experienced in high school. Data was further organized into five sub-themes; Identifying Disabilities, Needs and Supports, Interacting with Faculty and Staff, Navigating Campus, and Wraparound Services. [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 | 2024/1/01 |
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