Student Voices: A Qualitative Self-Awareness Study of College Students with Disabilities

Autor/inn/en	Juan, Chen-Ya; Cantley, Penny L.; Martin, James; Mays, Brad
Titel	Student Voices: A Qualitative Self-Awareness Study of College Students with Disabilities
Quelle	In: Journal of the American Academy of Special Education Professionals, (2020), S.41-58 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	College Students; Students with Disabilities; Self Concept; Student Characteristics; Identification (Psychology); Student Attitudes; Student Experience; Equal Education; Educational Legislation; Federal Legislation; Student Needs; Barriers; Transitional Programs; Social Support Groups; Coping; Academic Accommodations (Disabilities); Testing Accommodations; Self Advocacy + Suchen Sie Ihr Suchwort? Collegestudent; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Selbstkonzept; Schülerverhalten; Studienerfahrung; Bildungsrecht; Schulgesetz; Bundesrecht; Social support; Soziale Unterstützung; Bewältigung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Selbstbehauptung
Abstract	Requesting accommodations in postsecondary settings requires students to understand their disabilities and needs and describe those needs to higher education faculty and staff. Young adults often have limited accurate knowledge and understanding of their abilities and disabilities. This qualitative study used in-depth semi-structured interviews to gain insight into the disability awareness process and development of six university students with disabilities. The six themes that emerged during this study include: (a) self-awareness, (b) disability awareness, (c) strengths and weaknesses, (d) identity and attitude, (e) differences and similarities, and (f) postsecondary experiences. Findings inform K-12 and higher education professionals about critical skills that might increase the abilities of students with disabilities to successfully advocate for accommodations in postsecondary settings. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01