Barriers and Supports to Postsecondary Transition: Case Studies of African American Students with Disabilities

Autor/in	Banks, Joy
Titel	Barriers and Supports to Postsecondary Transition: Case Studies of African American Students with Disabilities
Quelle	In: Remedial and Special Education, 35 (2014) 1, S.28-39 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932513512209
Schlagwörter	Barriers; Postsecondary Education; Case Studies; African American Students; Transitional Programs; Student Experience; Related Services (Special Education); Cultural Capital; Performance Factors; Social Capital; Enrollment Trends; Semi Structured Interviews; Accessibility (for Disabled); High School Graduates; College Students; Qualitative Research; Disabilities + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Case study; Fallstudie; Case Study; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Studienerfahrung; Leistungsindikator; Sozialkapital; Accessibility; Zugänglichkeit; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Collegestudent; Qualitative Forschung; Handicap; Behinderung
Abstract	Upon exiting high school, some African American students with disabilities experience difficulty accessing disability support services and appropriate accommodations. Many of these difficulties in access can be traced to high school transition planning as the source. To understand the underlying transitional barriers and sources of support, case studies were developed to examine the experiences of African American students with disabilities as they secured accommodations from disability services. The following themes resulting from the data were evident within the student portraits: (a) students believed deficit-ideologies undermined attempts at self-determination; (b) students emphasized the importance of adequate information prior to transition; and (c) students often refused to access services due to competing cultural identities. The theoretical frameworks of social and cultural capital were used to explore the transitional experiences of postsecondary African American students with disabilities. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10