Supports for Higher Education Students with Down Syndrome: A Qualitative Case Study

Autor/in	Pando, Lizanne Magarity
Titel	Supports for Higher Education Students with Down Syndrome: A Qualitative Case Study
Quelle	(2023), (237 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Cabrini University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-5336-4
Schlagwörter	Hochschulschrift; Dissertation; Inclusion; Students with Disabilities; Down Syndrome; College Students; Student Needs; Access to Education; Postsecondary Education; Services + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Collegestudent; Education; Access; Bildung; Zugang; Bildungszugang; Post-secondary education; Tertiäre Bildung; Dienstleistung
Abstract	The inclusion of students with Down Syndrome in public school did not come about in the United States until the mid-1970s, when parents and professionals advocated for a disabled child's right to attend school with their typically abled peers (Grigal et al., 2018). This inclusive practice and several legislative actions have been influencing the formation of Inclusive Postsecondary Education programs in Higher Education Institutions and increasing the number of students with Down syndrome attending college over the past few decades. Presently, 5% or 310 out of 5300 Institutions of Higher Education in the U.S. admit students with disabilities, including those with Down syndrome (Think College, n.d.). This study asks what supports students in higher education with Down syndrome need to reach their Person-Centered Planning goals upon entering higher education for their academics, social and independent living goals. How might this system be improved to include more students with Down syndrome? This qualitative case study explores one Inclusive Postsecondary Education model currently in place. This research utilizes a theoretical lens of Presumed Competence and a conceptional theory of Universal Design for Learning. Interviews, a survey, and a focus group were used to collect insights from those participating in the lived experience at one institution of higher education supporting students with Down syndrome. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01