The bureau of labor statistics(2012) report students with a
disabilities who have a bachelor degree, only 28.4% are
employed compared to graduates with no disabilities
have an employment rate of 76.1%.
. The researchers at year four had found that students
with non-apparent disabilities (SWND) had a lower
graduation rate (11.96%) than compare to students
without disabilities (SWOD) at (20.38%) (Wessel, et al.,
SWND and SWAD disabilities had lower retentions rates,
38.04 % and 40.51 respectively, compared to SWOD rates
at 45.08% (Wessel, et al., 2009).
Tinto Retention Theory
Tinto (1988) believe that providing students with
high expectations for success would provide increase
***by providing a graduate school workshop for students with
disabilities, the department is encouraging the students to achieve
long-term educational goals. ***
Five Potential Obstacles
1. Advertising and Marketing
that 24% of postsecondary institution reported that institution main
page follows established accessibility guidelines
proactive in protecting the rights of students with disabilities
20 % of the sites did not provide handicap parking and 25% of the sites
had no ramps and only 38% had both visual and audio alarms for
no longer eligible for federal and state funds which are designated for
undergraduate students (Belch, 1995).
The institution should not make admission decisions based on
increase funding need to pay for interrupters or scribes
Five Potential Obstacles
4. Mentoring- Maddus (2006)
Students with disabilities had greater success when
they had a peer mentor or mentor during their college
the graduate offices should incorporating training for
their faculty so they are better equipped for students
with a disability.
Transition Process- Getzel and Thoma (2008)
Evaluated the TWO(2) and Four (4) year process of
transition for students with disabilities
4 Characteristics to Increase Retention
1. Ability to problem solving- Alt. Solutions
3. Goal Setting
Overall Result indicate students with disabilities need to
complete their education
Evaluating positive outcomes in Higher Ed (Garrison-Wade, 2012).
a qualitative study which had the intention to explore student perceptions and
develop a clear understanding on what contributes to positive outcomes in
Results: Three Themes-Positive Academic Outcomes (Garrison-Wade, 2012)
1. Capitalizing on student self-determination skills
Low expectations w/ lack of understanding regarding their disability.
Find own motivation
2. Implementing formalized planning process
establish clear boundaries and future steps relating to career or educational
3. Improving postsecondary support
support had ranged from finding mentors on campus or receiving financial
Educational Outcomes Cont.
Overall research supports the finding that to increase
positive outcomes with students with disabilities
they need to establish clear educational goals
Graduate admission process is shown to having
accessibility issues for potential graduate students
with disabilities (Belch, 1996). Therefore, by
conducting the workshop we may provide the
marketing and information that limited access to
students with disabilities.
Graduate School Connection Point
Institution: California State University, Northridge(CSUN)
Department: Disability Resources and Educational Services(DRES)
Program: Thriving and Achieving Program Academic Coaching
One (1) hour long workshop on attending graduate school
How to apply, funding, types of graduate schools
Facilitated by 3 graduate students
“Futher the vision of an inclusive society that supports the
attainment of academic… goals…”
the students in attendance will identify with a permanent or temporary
Thriving and Achieving Program (TAP) students
First year students (e.g. freshman or transfer students).
Model of Marketing
Webpage, handouts, word of mouth
Marketing-February 10th -March 23rd 2015.
Intervention- March 24th, 2015 11am- 12pm
Data Analysis- April 1st-April 15th 2015
1. Students will be able to identify 3 financial funding
options for graduate school.
2. Students will be able identify 2 benefits attending
3. student will be able to learn 3 types of graduate school
4. Students will able to identify 2 expense of graduate
benchmarking students to measure the level of understanding about the topic of
Demographic Information Collected:
age, gender, major class standing.
Closed Ended SLO’S, Likert and Open Ended
The participants will answer in four areas of knowledge pertaining to graduate
(a) types of graduate school
(b) benefits of graduate school
(c) financial funding
21 22 23 24 25 26 27 28 29
Declined to state
Question 1: What are the three funding sources for graduate school?
Question 2: What are the three different types of graduate schools?
Question 3: What are the three different types of expenses related to
0 Correct Answers 1 Correct Answers 2 Correct Answers
Question 4: What are the two benefits of attending graduate
Neither Agree or Disagree
Question 5: For the following question please respond the following statement:
I would recommend this workshop
Question 6: On a scale from 0-5 (5 being the highest), did you interact
and/or connect with other students and peers in the workshop?
Students who had answered three or two correct answers was calculated at 84.61%.
As a result, the information can assume that students had increasing their learning about funding options for
Students who had answered three or two correct answers was calculated at 38.46%.
53.85% of the participants had no corrects answer.
However this is an 38.46% decrease from zero correct answer.
Therefore through the results, students had demonstrated increasing learning about types of graduate
38.46% increase in 2 corrected answers
Overall students had minimal increasing in retaining information .
Therefore, students had learned ineffectively of the cost of graduate school and the workshop may need
improvement in this learning outcome.
61.54% of students had 2 correct answers
30.77% of students had answered 1 correctly.
Only 7.69% of students had no correct answers.
As a result, students had demonstrated learning in benefits of attending graduate school.
Incorrect labeling on Slides
Double sided surveys
Small sample population-14 students
Post survey- Double Barrel Question
Strengths of Intervention
Identifying three sources of funding
Areas of Improvement-Student Recommendations
Increase social interaction
“The workshop is great the only thing I can think of to
improve the workshop would be more interactive
“To interact with more people”
Clearly label slides
“Didn't see the answers for these questions on the
Single sided assessment
Write instructions on assessment
Collaboration with co-facilitators is important
Clarity is need when teaching specific information
Belch, H. (1995). Admitting graduate students with disabilities. New Directions for Student Services,1995(72),
Garrison-Wade, D. (2012). Listening to their voices: Factors that inhibit or enhance postsecondary
outcomes for students' with disabilities. International Journal of Special Education, 27(2), 1.
Getzel, E. , & Thoma, C. (2008). Experiences of college students with disabilities and the importance of
self-determination in higher education settings. Career Development for Exceptional Individuals,31(2), 77-84.
Madaus, J. W. (2006). Improving the transition to career for college students with learning disabilities:
Suggestions from graduates. Journal Of Postsecondary Education And Disability, 19(1), 85-93.
National Center for Education Statistics. (2011). Students with disabilities at degree-granting
postsecondary institutions: First look. NCES 2011-018. National Center For Education Statistics.
Olkin, R. (2002). Could you hold the door for me? Including disability in diversity. Cultural Diversity and
Ethnic Minority Psychology, 8(2), 130.
Salmon, N., & Kinnealey, M. (2007). Paving rough roads: Transition to life beyond the classroom as
experienced by students with disabilities and their families. Exceptionality Education Canada, 17(1), 53-84.
U.S. Census Bureau (2012) Statistical Abstract of the United States: 2012. Retrieved from
Wessel, R. D., Jones, J. A., Markle, L., & Westfall, C. (2009). Retention and graduation of students with
disabilities: Facilitating student success. Journal Of Postsecondary Education And Disability, 21(3), 116-125.
Tinto, V. (1988). Stages of student departure: Reflections on the longitudinal character of student leaving. The
Journal of Higher Education, 438-455.