Literaturnachweis - Detailanzeige
Autor/in | Ressa, Theodoto |
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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 |
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 |
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 |