The Effects of Completing PREP Academy: A University-Based Transition Project for Students with Disabilities (Practice Brief)

Autor/inn/en	Ford, Jeremy W.; Wenner, Julianne A.; Murphy, Victoria
Titel	The Effects of Completing PREP Academy: A University-Based Transition Project for Students with Disabilities (Practice Brief)
Quelle	In: Journal of Postsecondary Education and Disability, 32 (2019) 1, S.83-90 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-7762
Schlagwörter	Students with Disabilities; Self Advocacy; Transitional Programs; Student Attitudes; High School Students; College Bound Students; Summer Programs; College Environment; Parents; College School Cooperation; Partnerships in Education; Vocational Rehabilitation; Career Exploration; Career Readiness; Postsecondary Education; Program Effectiveness + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Selbstbehauptung; Schülerverhalten; High school; High schools; Oberschule; Sommerkurs; Hochschulumwelt; Eltern; Hochschulpartnerschaft; Berufliche Rehabilitation; Berufserkundung; Post-secondary education; Tertiäre Bildung
Abstract	This practice brief provides an overview of a project designed to support students with disabilities considering postsecondary education. Postsecondary Rewarding Education is Possible (PREP) Academy was developed by individuals from a state vocational rehabilitation agency and a public research university. PREP Academy is a campus-based, weeklong experience in which students participate in activities designed to mirror the "college experience." In an evaluation of the project's second year, a total of 23 students and six parents/guardians completed a pre- and post-survey to examine how attending the project affected students' perceptions related to students attending college. Interview data from three student and parent/guardian pairs were collected to further explore students' perceptions and to learn what components of the project were most beneficial. Results provided evidence both students and parents/guardians believe students are better prepared to attend college after participating. An emerging theme related to increasing the project's emphasis on mirroring aspects of college was identified. (As Provided).
Anmerkungen	Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: ahead@ahead.org; Web site: http://www.ahead.org/publications/jped
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01