Dreaming College: Transition Experiences of Undergraduate Students with Disabilities

Autor/in	Ressa, Theodoto
Titel	Dreaming College: Transition Experiences of Undergraduate Students with Disabilities
Quelle	In: Psychology in the Schools, 59 (2022) 6, S.1175-1191 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ressa, Theodoto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22675
Schlagwörter	Students with Disabilities; Postsecondary Education; Undergraduate Students; Student Attitudes; Student Adjustment; Self Determination; Inclusion; Transitional Programs; College Readiness + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Post-secondary education; Tertiäre Bildung; Schülerverhalten; Adjustment; Adaptation; Selbstbestimmung; Inklusion
Abstract	Postsecondary education is one of the targeted outcomes for students with disabilities; however, few aspiring students with disabilities attend college, and fewer complete a degree program. The purpose of this qualitative study was to examine the perspectives of five undergraduate students with disabilities who attended college in the United States to identify factors (enablers) that facilitated successful transitions to college. Results suggest that participants' self-determination allowed them to manage the effects of their impairments and settings to reach their educational goals and participate in postsecondary education. The implication is that increased attention to inclusion, transitions, and postsecondary education competencies should begin early in the schooling process. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01