This document summarizes a study that examines the level of self-determination in successful students with invisible disabilities in higher education compared to their non-disabled peers. The study aims to measure self-determination using a validated scale and interviews. Previous research suggests self-determination may be a key factor in the academic success of students with disabilities. However, more research is needed focusing specifically on students with invisible disabilities in higher education. The results could help institutions design support programs and allocate resources to develop self-determination in students.
This document discusses learning disabilities in college students. It defines learning disabilities and provides examples such as dyslexia, dyscalculia, and auditory processing disorder. It notes that 2.4 million college students, or 41% of students receiving special services, have specific learning disabilities. College disability resources can help students navigate college and succeed academically. While students with learning disabilities may need accommodations, they should be treated equally and aim to meet the same standards as other students. Support services can help with academics, career guidance, transportation, counseling and more. Faculty should be prepared to support learning disabled students in structured, positive learning environments.
This document discusses a pilot study conducted by SAS (Student Accessibility Services) at the University of Ontario Institute of Technology to examine the effectiveness of study groups tailored specifically for students with disabilities. The 8-week pilot involved recruiting students registered with SAS to voluntarily participate in study groups for two courses. Students reported improvements in their grades and attitudes from utilizing learning strategies and developing peer relationships in the supportive environment. While participation was low due to the summer semester timing, students found the study groups convenient and beneficial. The document recommends advertising study groups earlier and providing more structure to enhance the experience for students.
This document summarizes a literature review on the educational outcomes of foster youth. It finds that foster youth face many obstacles to educational success, as half drop out of high school, many are homeless after aging out of care, and about a third become dependent on public assistance. Only 10% enroll in college after aging out and just 4% earn a bachelor's degree. The literature review examines challenges foster youth face, barriers to their education, effective intervention programs, and the low rates of college attainment for this population compared to the general public.
Going to College: A Guide to Transition Planning for Those with Disabilitiesmilfamln
In the 21st century, receiving appropriate postsecondary education is key to successful employment and decent quality of life. This webinar provides an overview of the transition from school and from combat to postsecondary education, discusses challenges and opportunities for students with disabilities and wounded warriors, and presents strategies for preparing the transition to postsecondary education and for succeeding in postsecondary education. Some of the strategies include person centered goal setting, understanding the demand of college, use of self-advocacy skills, and securing reasonable accommodations.
This is a Trident University course (MAE524), Module 1 Case. The essay explores barriers that confront adult learners as they strive to improve education deficiencies. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Learning Disability vs. Learning Difference: How to Avoid Conflict in the Wor...Rob Crawford
This document discusses learning disabilities and differences in workplace and educational settings. It addresses the following key points:
1) There is a debate around using the term "learning disabilities" versus "learning differences", with some experts arguing the former is too broad.
2) For students, determining learning disabilities and qualifying for accommodations is becoming more difficult with changes to special education law.
3) Adults face even greater challenges getting workplace accommodations due to stringent documentation requirements to prove a disability substantially limits a major life activity.
4) Employers are generally unaware of learning disabilities and want dependable employees, so disclosing a learning disability risks negative consequences like lost opportunities. Functional approaches that acknowledge disabilities but focus on
Educational options for students with disabilities have come a long way in the last 30 years, and there are a great range of services available for students with disabilities at both the K-12 and postsecondary levels. However, HOW students go about getting those services is vastly different from high school to college. At the college level, receiving the accommodations and services a student deserves requires a lot more self-advocacy on the part of the student. This presentation gives a quick rundown of the differences between high school and college for exceptional learners, and steps they can take to support their success.
This document summarizes a paper about removing barriers to communication for students with disabilities in online learning environments. It discusses how student-faculty engagement is important for learning, but students with disabilities face various barriers to effective communication online related to their sensory, cognitive, or physical abilities. These can include issues seeing or hearing web content, processing information, or using devices. The document advocates for an inclusive design approach to reduce barriers and improve the online experience for all students.
This document discusses learning disabilities in college students. It defines learning disabilities and provides examples such as dyslexia, dyscalculia, and auditory processing disorder. It notes that 2.4 million college students, or 41% of students receiving special services, have specific learning disabilities. College disability resources can help students navigate college and succeed academically. While students with learning disabilities may need accommodations, they should be treated equally and aim to meet the same standards as other students. Support services can help with academics, career guidance, transportation, counseling and more. Faculty should be prepared to support learning disabled students in structured, positive learning environments.
This document discusses a pilot study conducted by SAS (Student Accessibility Services) at the University of Ontario Institute of Technology to examine the effectiveness of study groups tailored specifically for students with disabilities. The 8-week pilot involved recruiting students registered with SAS to voluntarily participate in study groups for two courses. Students reported improvements in their grades and attitudes from utilizing learning strategies and developing peer relationships in the supportive environment. While participation was low due to the summer semester timing, students found the study groups convenient and beneficial. The document recommends advertising study groups earlier and providing more structure to enhance the experience for students.
This document summarizes a literature review on the educational outcomes of foster youth. It finds that foster youth face many obstacles to educational success, as half drop out of high school, many are homeless after aging out of care, and about a third become dependent on public assistance. Only 10% enroll in college after aging out and just 4% earn a bachelor's degree. The literature review examines challenges foster youth face, barriers to their education, effective intervention programs, and the low rates of college attainment for this population compared to the general public.
Going to College: A Guide to Transition Planning for Those with Disabilitiesmilfamln
In the 21st century, receiving appropriate postsecondary education is key to successful employment and decent quality of life. This webinar provides an overview of the transition from school and from combat to postsecondary education, discusses challenges and opportunities for students with disabilities and wounded warriors, and presents strategies for preparing the transition to postsecondary education and for succeeding in postsecondary education. Some of the strategies include person centered goal setting, understanding the demand of college, use of self-advocacy skills, and securing reasonable accommodations.
This is a Trident University course (MAE524), Module 1 Case. The essay explores barriers that confront adult learners as they strive to improve education deficiencies. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Learning Disability vs. Learning Difference: How to Avoid Conflict in the Wor...Rob Crawford
This document discusses learning disabilities and differences in workplace and educational settings. It addresses the following key points:
1) There is a debate around using the term "learning disabilities" versus "learning differences", with some experts arguing the former is too broad.
2) For students, determining learning disabilities and qualifying for accommodations is becoming more difficult with changes to special education law.
3) Adults face even greater challenges getting workplace accommodations due to stringent documentation requirements to prove a disability substantially limits a major life activity.
4) Employers are generally unaware of learning disabilities and want dependable employees, so disclosing a learning disability risks negative consequences like lost opportunities. Functional approaches that acknowledge disabilities but focus on
Educational options for students with disabilities have come a long way in the last 30 years, and there are a great range of services available for students with disabilities at both the K-12 and postsecondary levels. However, HOW students go about getting those services is vastly different from high school to college. At the college level, receiving the accommodations and services a student deserves requires a lot more self-advocacy on the part of the student. This presentation gives a quick rundown of the differences between high school and college for exceptional learners, and steps they can take to support their success.
This document summarizes a paper about removing barriers to communication for students with disabilities in online learning environments. It discusses how student-faculty engagement is important for learning, but students with disabilities face various barriers to effective communication online related to their sensory, cognitive, or physical abilities. These can include issues seeing or hearing web content, processing information, or using devices. The document advocates for an inclusive design approach to reduce barriers and improve the online experience for all students.
The document summarizes key aspects of the IDEA and Section 504 laws regarding who is protected and eligible for special education services. It explains that the IDEA protects students ages 3-21 with disabilities who need special education, while Section 504 protects students with disabilities regardless of need for special education. It provides examples of accommodations under Section 504 and discusses other topics like private school students, incarcerated juveniles, and students with learning disabilities.
This chapter discusses severe and multiple disabilities. It defines these terms, estimates their prevalence, and identifies common causes. It also describes the characteristics of individuals with severe disabilities and discusses important educational supports and services from early childhood through adolescence and into adulthood. These include assessments, instruction, inclusion, transition planning, and addressing bioethical issues.
This document summarizes ecdp's response to the Fulfilling Potential discussion document. The response was co-produced with disabled people in Essex and addresses key questions about getting an education, employment, and independent living. Barriers discussed include physical access issues, negative attitudes, and a lack of support through programs like Access to Work. Suggested solutions focus on increasing disability awareness training, supporting reasonable adjustments, improving employer attitudes, and ensuring transparency and good communication about support programs. The full response is available on the ecdp website and further questions can be directed to the listed contact.
This document summarizes Roberta Fugett's doctoral defense on investigating why selected Job Corps graduates dropped out of high school but were able to earn a GED or diploma in the Job Corps program. The purpose and problem sections discuss high dropout rates in the US and impacts of poverty. The methodology section describes qualitative case studies of 7 Job Corps graduates. Research questions focus on why students dropped out and what enabled success in Job Corps. Common themes from interviews and literature review found disengagement and disliking school as top reasons for dropping out, while the supportive Job Corps environment helped students achieve diplomas.
This document provides an overview of laws and practices related to teaching learners with special needs. It discusses key laws like PL 94-142/IDEA which require schools to provide students with disabilities a free and appropriate public education. It also covers Section 504, ADA, and NCLB which extended civil rights protections. Key concepts discussed include individualized education programs (IEPs), inclusion, response to intervention (RTI), universal design for learning (UDL), and differentiated instruction. The document emphasizes that teachers must consider the diverse needs and dimensions of diversity among learners with special needs.
The document summarizes key aspects of the Individuals with Disabilities Education Act (IDEA), including its history and amendments. It defines important terms like free appropriate public education, individualized education program, least restrictive environment, and extended school year. It also outlines requirements regarding evaluation, placement, discipline, private schooling, related services, and protections under Section 504 of the Rehabilitation Act of 1973. Major court cases that have interpreted and shaped the implementation of IDEA are referenced throughout.
This document discusses economic success for underserved students through college access. It begins by establishing that education is seen as key to upward mobility, but that underserved students like those from low-income backgrounds face barriers to accessing and completing higher education. The document then provides a history of underserved students in college access, noting gaps remain in the US compared to other countries. It discusses initiatives to help underserved students with college preparation and awareness of financial aid options. The document also examines assessment methods used to evaluate programs supporting underserved students and measures like attendance and course completion that can predict higher education success.
This document summarizes several major laws and concepts in special education, including the No Child Left Behind Act, the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act. It discusses key ideas like inclusion, standards-based education, universal design for learning, differentiated instruction, response to intervention, and evidence-based practices. The major laws aim to provide students with disabilities access to free appropriate public education and ensure accountability for their learning progress.
This document provides an overview of key terms and legislative initiatives related to special education. It discusses laws such as the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act, which require schools to provide students with disabilities a free and appropriate public education. The document also summarizes components of IDEA such as individualized education programs (IEPs) and least restrictive environments, as well as terms like inclusion, differentiated instruction, and universal design for learning.
This document provides an overview of Section 504 of the Rehabilitation Act of 1973. It discusses the history and relationship between Section 504 and the Individuals with Disabilities Education Act. Key aspects of Section 504 covered include eligibility, qualifications for being considered disabled, protections from discrimination and harassment, and best practices for school procedures including evaluations, accommodation plans, and periodic reviews. The resources aim to help schools understand and comply with their legal obligations to students with disabilities under Section 504.
Apa style dissertation why does effective leadership make a difference in hig...CustomEssayOrder
This document discusses the importance of effective leadership in high poverty schools. It begins by providing background on the challenges faced by high poverty schools and how some have overcome obstacles through strong leadership. The purpose is to examine how effective leadership impacts academic performance in high poverty elementary schools. A qualitative study using interviews and observations of principals in 20 Title I schools will determine the relationship between leadership and performance. Key research questions focus on identifying attributes of effective principals and the leadership styles and challenges they face in improving student outcomes.
SES Fall 2014: All Things Considered Serving Students With Hearing ImpairmentsFagen Friedman & Fulfrost
This document provides an overview of legal standards and requirements for serving students with hearing impairments. It discusses the IDEA's definition of a free appropriate public education (FAPE) as established in Rowley v. Hendrick Hudson Board of Education. It also examines California's higher standards for considering a student's preferred communication mode, providing assistive technology, and placing students in the least restrictive environment. Case examples are provided to illustrate how these standards have been applied regarding disputes over sign language interpretation, CART services, and oral vs. auditory-verbal therapy methods.
S E S Law Forum Emerging Issues Session IJames Hailey
The document discusses the school-to-prison pipeline and efforts to dismantle it through special education law and policy reform. It notes that students with disabilities are overrepresented in the juvenile justice system due to issues like the overuse of exclusionary discipline practices, lack of appropriate services and accommodations, and failure to properly implement individualized education programs. The Southern Poverty Law Center is using litigation, legislation, media outreach and other strategies to promote the use of Positive Behavioral Interventions and Supports to improve outcomes for students with disabilities and reduce the school-to-prison pipeline.
The document discusses the history of inclusive education in the United States, beginning with the passage of key legislation such as the Education for All Handicapped Children Act (EAHCA) of 1975, which established the rights of students with disabilities to a free public education. It was later renamed the Individuals with Disabilities Education Act (IDEA) and strengthened through subsequent reauthorizations. The No Child Left Behind Act of 2001 and IDEA of 2004 emphasized accountability and access to the general education curriculum for students with disabilities. Currently, about 75% of students with disabilities spend part or all of their day in general education classrooms. The document provides an overview of inclusive practices and strategies used to support students with mild to moderate disabilities and
This literature review examines trends in K-12 virtual schools using peer-reviewed articles and reports. It discusses the history of virtual schools emerging in the 1920s, types of virtual schools including state-funded, charter, and private models. The review also covers the purpose of providing innovative education and flexible course options. Student experiences varied with synchronous classes generally more positive than asynchronous. Benefits included access to classes and instructors worldwide while challenges involved accreditation, resistance to change, and funding models. It is predicted virtual school enrollment will grow significantly in coming years.
The Stigma Must Be Broken For Disabled Students to Succeed.docxajakil1
An essay about the college experience with a disabillity. How we live with limited resources and schools are uneducated on this topic. It is intended to raise awareness to teachers and other college students.
IRJET- Mainstreaming in Education Advantages and DisadvantagesIRJET Journal
This document discusses the advantages and disadvantages of mainstreaming, or including students with disabilities in regular classrooms. It defines key terms like mainstreaming, inclusion, special education, and categories of disabilities. The main points covered are:
- Mainstreaming can benefit both students with disabilities and regular students by teaching acceptance and empathy. However, some students may not be able to keep up academically.
- It can be challenging for teachers who may not have training for working with students with disabilities. It also increases costs for schools.
- The document analyzes a case study of a student with Down syndrome named Peter who was successfully included in a regular classroom.
Shared by Stephanie Dawson during the second annual Ohio Reach Summit. Ohio Reach is a statewide effort to increase the number of foster care youth who enroll in and graduate from college.
Universal Design for Postsecondary Students with DisabilitiesSarah Dutton
Postsecondary students with disabilities’ access to campus support services, trained faculty, and accommodations was examined in order to explore opportunities for applying universal design (UD) in postsecondary institutions. These students are not fully satisfied with the campus support services they receive and the accommodations available to them (Dowrick et al., 2005; Izzo et al., 2008; Reinschmiedt et al., 2013). Although specialized postsecondary programs for students with disabilities exist, these programs are not inclusive and limit students with disabilities’ access to a typical college experience in which they can interact with and learn from their peers (Papay & Bambara, 2012; Uditsky & Hughson, 2012). Training postsecondary campus support personnel and faculty in UD principles has the potential to alleviate some of the barriers to obtaining postsecondary education that students with disabilities face (Burgstahler & Moore, 2009; Dallas et al., 2014; Embry et al., 2005; Fang et al., 2006; Fleming, 2002; Hetzroni & Schrieber, 2004; Izzo et al., 2008; McGuire et al., 2006; Thomas & McKay, 2010).
Preparing Students for Postsecondary EducationCatie Chase
The document discusses challenges faced by students with disabilities transitioning from secondary to postsecondary education. It notes that while more students with disabilities are completing high school and enrolling in postsecondary programs, many are unprepared for the increased rigor and lack skills like self-advocacy and self-regulation. This leads to high dropout rates. It recommends faculty and teachers help students develop self-empowerment skills like self-advocacy, self-regulation, internal locus of control and self-knowledge to increase their chances of success. Specific strategies are provided to help empower students and maximize learning.
This document summarizes a literature review on the educational outcomes of foster youth. It finds that foster youth face many obstacles to educational success, as half drop out of high school, 25% become homeless after aging out of care, and one-third rely on public assistance. Only 10% enroll in college after aging out, and just 4% earn a bachelor's degree. The literature review examines challenges foster youth face, barriers to their education, effective intervention programs, and disparities in college attainment rates between foster youth and the general population.
RTI is an approach to identifying learning disabilities that focuses on providing evidence-based interventions for struggling students and monitoring their progress over time. If a student does not respond sufficiently to interventions, it may indicate an underlying learning disability. RTI replaces the previous discrepancy model and is now allowed under IDEA. Schools implement RTI through multiple tiers of increasingly intensive interventions and monitoring of student progress at each tier. The document provides guidance on how one school can restructure its support system to align with the RTI framework.
The document summarizes key aspects of the IDEA and Section 504 laws regarding who is protected and eligible for special education services. It explains that the IDEA protects students ages 3-21 with disabilities who need special education, while Section 504 protects students with disabilities regardless of need for special education. It provides examples of accommodations under Section 504 and discusses other topics like private school students, incarcerated juveniles, and students with learning disabilities.
This chapter discusses severe and multiple disabilities. It defines these terms, estimates their prevalence, and identifies common causes. It also describes the characteristics of individuals with severe disabilities and discusses important educational supports and services from early childhood through adolescence and into adulthood. These include assessments, instruction, inclusion, transition planning, and addressing bioethical issues.
This document summarizes ecdp's response to the Fulfilling Potential discussion document. The response was co-produced with disabled people in Essex and addresses key questions about getting an education, employment, and independent living. Barriers discussed include physical access issues, negative attitudes, and a lack of support through programs like Access to Work. Suggested solutions focus on increasing disability awareness training, supporting reasonable adjustments, improving employer attitudes, and ensuring transparency and good communication about support programs. The full response is available on the ecdp website and further questions can be directed to the listed contact.
This document summarizes Roberta Fugett's doctoral defense on investigating why selected Job Corps graduates dropped out of high school but were able to earn a GED or diploma in the Job Corps program. The purpose and problem sections discuss high dropout rates in the US and impacts of poverty. The methodology section describes qualitative case studies of 7 Job Corps graduates. Research questions focus on why students dropped out and what enabled success in Job Corps. Common themes from interviews and literature review found disengagement and disliking school as top reasons for dropping out, while the supportive Job Corps environment helped students achieve diplomas.
This document provides an overview of laws and practices related to teaching learners with special needs. It discusses key laws like PL 94-142/IDEA which require schools to provide students with disabilities a free and appropriate public education. It also covers Section 504, ADA, and NCLB which extended civil rights protections. Key concepts discussed include individualized education programs (IEPs), inclusion, response to intervention (RTI), universal design for learning (UDL), and differentiated instruction. The document emphasizes that teachers must consider the diverse needs and dimensions of diversity among learners with special needs.
The document summarizes key aspects of the Individuals with Disabilities Education Act (IDEA), including its history and amendments. It defines important terms like free appropriate public education, individualized education program, least restrictive environment, and extended school year. It also outlines requirements regarding evaluation, placement, discipline, private schooling, related services, and protections under Section 504 of the Rehabilitation Act of 1973. Major court cases that have interpreted and shaped the implementation of IDEA are referenced throughout.
This document discusses economic success for underserved students through college access. It begins by establishing that education is seen as key to upward mobility, but that underserved students like those from low-income backgrounds face barriers to accessing and completing higher education. The document then provides a history of underserved students in college access, noting gaps remain in the US compared to other countries. It discusses initiatives to help underserved students with college preparation and awareness of financial aid options. The document also examines assessment methods used to evaluate programs supporting underserved students and measures like attendance and course completion that can predict higher education success.
This document summarizes several major laws and concepts in special education, including the No Child Left Behind Act, the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act. It discusses key ideas like inclusion, standards-based education, universal design for learning, differentiated instruction, response to intervention, and evidence-based practices. The major laws aim to provide students with disabilities access to free appropriate public education and ensure accountability for their learning progress.
This document provides an overview of key terms and legislative initiatives related to special education. It discusses laws such as the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act, which require schools to provide students with disabilities a free and appropriate public education. The document also summarizes components of IDEA such as individualized education programs (IEPs) and least restrictive environments, as well as terms like inclusion, differentiated instruction, and universal design for learning.
This document provides an overview of Section 504 of the Rehabilitation Act of 1973. It discusses the history and relationship between Section 504 and the Individuals with Disabilities Education Act. Key aspects of Section 504 covered include eligibility, qualifications for being considered disabled, protections from discrimination and harassment, and best practices for school procedures including evaluations, accommodation plans, and periodic reviews. The resources aim to help schools understand and comply with their legal obligations to students with disabilities under Section 504.
Apa style dissertation why does effective leadership make a difference in hig...CustomEssayOrder
This document discusses the importance of effective leadership in high poverty schools. It begins by providing background on the challenges faced by high poverty schools and how some have overcome obstacles through strong leadership. The purpose is to examine how effective leadership impacts academic performance in high poverty elementary schools. A qualitative study using interviews and observations of principals in 20 Title I schools will determine the relationship between leadership and performance. Key research questions focus on identifying attributes of effective principals and the leadership styles and challenges they face in improving student outcomes.
SES Fall 2014: All Things Considered Serving Students With Hearing ImpairmentsFagen Friedman & Fulfrost
This document provides an overview of legal standards and requirements for serving students with hearing impairments. It discusses the IDEA's definition of a free appropriate public education (FAPE) as established in Rowley v. Hendrick Hudson Board of Education. It also examines California's higher standards for considering a student's preferred communication mode, providing assistive technology, and placing students in the least restrictive environment. Case examples are provided to illustrate how these standards have been applied regarding disputes over sign language interpretation, CART services, and oral vs. auditory-verbal therapy methods.
S E S Law Forum Emerging Issues Session IJames Hailey
The document discusses the school-to-prison pipeline and efforts to dismantle it through special education law and policy reform. It notes that students with disabilities are overrepresented in the juvenile justice system due to issues like the overuse of exclusionary discipline practices, lack of appropriate services and accommodations, and failure to properly implement individualized education programs. The Southern Poverty Law Center is using litigation, legislation, media outreach and other strategies to promote the use of Positive Behavioral Interventions and Supports to improve outcomes for students with disabilities and reduce the school-to-prison pipeline.
The document discusses the history of inclusive education in the United States, beginning with the passage of key legislation such as the Education for All Handicapped Children Act (EAHCA) of 1975, which established the rights of students with disabilities to a free public education. It was later renamed the Individuals with Disabilities Education Act (IDEA) and strengthened through subsequent reauthorizations. The No Child Left Behind Act of 2001 and IDEA of 2004 emphasized accountability and access to the general education curriculum for students with disabilities. Currently, about 75% of students with disabilities spend part or all of their day in general education classrooms. The document provides an overview of inclusive practices and strategies used to support students with mild to moderate disabilities and
This literature review examines trends in K-12 virtual schools using peer-reviewed articles and reports. It discusses the history of virtual schools emerging in the 1920s, types of virtual schools including state-funded, charter, and private models. The review also covers the purpose of providing innovative education and flexible course options. Student experiences varied with synchronous classes generally more positive than asynchronous. Benefits included access to classes and instructors worldwide while challenges involved accreditation, resistance to change, and funding models. It is predicted virtual school enrollment will grow significantly in coming years.
The Stigma Must Be Broken For Disabled Students to Succeed.docxajakil1
An essay about the college experience with a disabillity. How we live with limited resources and schools are uneducated on this topic. It is intended to raise awareness to teachers and other college students.
IRJET- Mainstreaming in Education Advantages and DisadvantagesIRJET Journal
This document discusses the advantages and disadvantages of mainstreaming, or including students with disabilities in regular classrooms. It defines key terms like mainstreaming, inclusion, special education, and categories of disabilities. The main points covered are:
- Mainstreaming can benefit both students with disabilities and regular students by teaching acceptance and empathy. However, some students may not be able to keep up academically.
- It can be challenging for teachers who may not have training for working with students with disabilities. It also increases costs for schools.
- The document analyzes a case study of a student with Down syndrome named Peter who was successfully included in a regular classroom.
Shared by Stephanie Dawson during the second annual Ohio Reach Summit. Ohio Reach is a statewide effort to increase the number of foster care youth who enroll in and graduate from college.
Universal Design for Postsecondary Students with DisabilitiesSarah Dutton
Postsecondary students with disabilities’ access to campus support services, trained faculty, and accommodations was examined in order to explore opportunities for applying universal design (UD) in postsecondary institutions. These students are not fully satisfied with the campus support services they receive and the accommodations available to them (Dowrick et al., 2005; Izzo et al., 2008; Reinschmiedt et al., 2013). Although specialized postsecondary programs for students with disabilities exist, these programs are not inclusive and limit students with disabilities’ access to a typical college experience in which they can interact with and learn from their peers (Papay & Bambara, 2012; Uditsky & Hughson, 2012). Training postsecondary campus support personnel and faculty in UD principles has the potential to alleviate some of the barriers to obtaining postsecondary education that students with disabilities face (Burgstahler & Moore, 2009; Dallas et al., 2014; Embry et al., 2005; Fang et al., 2006; Fleming, 2002; Hetzroni & Schrieber, 2004; Izzo et al., 2008; McGuire et al., 2006; Thomas & McKay, 2010).
Preparing Students for Postsecondary EducationCatie Chase
The document discusses challenges faced by students with disabilities transitioning from secondary to postsecondary education. It notes that while more students with disabilities are completing high school and enrolling in postsecondary programs, many are unprepared for the increased rigor and lack skills like self-advocacy and self-regulation. This leads to high dropout rates. It recommends faculty and teachers help students develop self-empowerment skills like self-advocacy, self-regulation, internal locus of control and self-knowledge to increase their chances of success. Specific strategies are provided to help empower students and maximize learning.
This document summarizes a literature review on the educational outcomes of foster youth. It finds that foster youth face many obstacles to educational success, as half drop out of high school, 25% become homeless after aging out of care, and one-third rely on public assistance. Only 10% enroll in college after aging out, and just 4% earn a bachelor's degree. The literature review examines challenges foster youth face, barriers to their education, effective intervention programs, and disparities in college attainment rates between foster youth and the general population.
RTI is an approach to identifying learning disabilities that focuses on providing evidence-based interventions for struggling students and monitoring their progress over time. If a student does not respond sufficiently to interventions, it may indicate an underlying learning disability. RTI replaces the previous discrepancy model and is now allowed under IDEA. Schools implement RTI through multiple tiers of increasingly intensive interventions and monitoring of student progress at each tier. The document provides guidance on how one school can restructure its support system to align with the RTI framework.
This document discusses inclusion, which is educating students with disabilities in regular classrooms with support services provided in the classroom rather than a separate setting. It outlines research showing both academic and social benefits of inclusion for students with and without disabilities, such as improved grades, social skills, and peer interactions. However, some research also suggests inclusion may negatively impact non-disabled peers' achievement. The document also notes legislation and court rulings supporting inclusion but recognizing the need for specialized services depending in a child's needs.
Summary of identification and assessment of student with disabilities by shee...Edi sa puso mo :">
The document discusses the identification and assessment of students with disabilities. There are two main purposes of identification and assessment: to determine if a student is eligible for special education services, and to decide what those services will be. A student must meet at least one of the thirteen disability criteria under IDEA and require special education services to access an appropriate education. While some students are eligible but do not need services, others need services but may not meet eligibility criteria. Classification focuses on both medical and social models of disability, with more clearly medical disabilities identified early by physicians. The current classification system has benefits but alternatives focus more on dimensions of performance and the knowledge base for effective interventions.
This document summarizes key legislation and concepts in special education. It discusses laws such as IDEA, which protects students with disabilities and requires schools to provide Free Appropriate Public Education. IDEA also mandates appropriate evaluation of students, Individualized Education Programs, and placement in the Least Restrictive Environment. Section 504 and ADA provide additional protections for students with disabilities. More recent laws like NCLB and concepts like RTI, inclusion, differentiated instruction, and Universal Design for Learning aim to improve education for all students, including those with special needs. Diversity in schools and the future of special education are also briefly addressed.
This document discusses the debate around inclusive education. It defines inclusive education as educating all students, regardless of ability, together in the same environment with necessary supports. The document outlines legal, moral, and empirical reasons why inclusion should be adopted, noting that the Individuals with Disabilities Education Act requires educating students in the least restrictive environment. However, it also acknowledges that full inclusion may not be appropriate for every student and that individual needs must be assessed to determine the appropriate level of inclusion. It provides an example of one student, Student K, who would likely benefit more from a separate classroom due to behaviors that could disrupt other students.
This document discusses the negative impacts of educational disadvantage on students. Research shows students from disadvantaged backgrounds are more likely to struggle during and after schooling, having lower attendance, achievement, and attainment. While debates exist around the causes of the link between socioeconomic status and educational outcomes, studies consistently find adverse effects for disadvantaged students compared to their peers in areas like attendance, achievement and attainment. The document examines research on these impacts both generally and in the Australian context.
This document discusses inclusion, which is educating students with disabilities in regular classrooms alongside their non-disabled peers. It provides perspectives both for and against inclusion. Support for inclusion includes improved academic and social outcomes for students with disabilities in inclusive settings. However, some research has found negative impacts on non-disabled peers, such as lower test scores, from having students with emotional or behavioral disabilities in the classroom. The document concludes by listing several resources on both sides of the inclusion debate.
This document summarizes key legislation and frameworks related to special education. It discusses laws such as IDEA, ADA, Section 504, and NCLB that aim to provide students with disabilities access to education. It also covers inclusion, universal design for learning, response to intervention, standards-based education, and differentiated instruction which are approaches to meet the needs of diverse learners. The goal is for educators to use evidence-based practices and develop sensitivity to include all students no matter their diversity.
1Ethics in Assessment No Child Left Behind Act ht.docxfelicidaddinwoodie
1
Ethics in Assessment: No Child Left Behind Act
https://en.wikipedia.org/wiki/No_Child_Left_Behind_Act
PLEASE DO NOT COPY THIS PAPER THIS IS FOR EXAMPLE USE ONLY
NO plagiarism
Ethics in Assessment: "The No Child Left Behind Act"
Psychological Testing as well as Assessments are used for many, important, and diverse reasons. One reason they are used is for situations like disability and legal matters because they may need the use of tests to obtain information that permits an individual to be compared to another individual. For instance, "The Individuals with Disabilities Education Act". Within this paper I will elaborate on the ethical implications of the No Child Left Behind Act (NCLB). I will provide a thorough description of the background of this act and it was implemented. In addition, I will also discuss the legal implications associated with this act. The No Child Left Behind act heavily focuses on providing assessments to all children; however, biases do exist and I will elaborate on these biases. Moreover, I will be discussing the ethical implications for diverse populations as a result of the No Child Left Behind Act.
Background of No Child Left Behind Act
George W. Bush positioned the "No Child Left Behind Act" law into action on January 8, 2002 . President Lyndon Baines Johnson overseen the transitory of the original Elementary and Secondary Education Act (ESEA) in 1965 (Guthrie, 2002). The act of the federal government greatly confirmed the significance of education for individuals of United States (Guthrie, 2002).The complication of the NCLB advocates it will be vital and challenging evenly to anyone assigned to overseeing the action. The original purpose, was intended to hold equal opportunity for all children in families with lower incomes by providing federal funds to the schools providing an education for low-income children (Guthrie, 2002).The school districts educating children of low-income were frequently given a smaller amount of local and state funds than the school districts supplying an education for children with family of a higher income. From 1965 when the law was in effect, ESEA has been once more authorized seven times (Guthrie, 2002). Each reauthorization has initiated change; however, the key principle of bettering the opportunities of students with lower incomes is still an issue (Guthrie, 2002).
The signing of the NCLB act indicated an identification of the lower academic levels of achievements within children in public schools (Guthrie, 2002).The NCLB act was intended to be an act of a positive influence in education and to raise the academic achievement levels of all students (Guthrie, 2002).The No Child Left Behind act intention was to better all schools performance (Guthrie, 2002).The objective of the NCLB act was to lessen the opening by using individual state liability and permit the children's parents to have more of a choice in her or her child’s education (Guthrie, 2002). Moreover ...
Applied Final Project
Disability and Education
Student
Date
Disabilities come in various forms and affect all ages and genders in today’s society. According to the U.S. Census Bureau, it is estimated that 18.7% of the United States population has a disability (Americans with Disabilities, 2012). This equates to roughly 56.7 million people as of 2010 (Americans with Disabilities, 2012). There are different types of disabilities ranging from physical, medial, and learning. Physical disabilities can result from congenital conditions at birth, to accidents throughout life, or other diseases that progress over time. Medical disabilities consist of conditions that affect one of the body’s systems like diabetes, multiple sclerosis, AIDS, and cancer (Johns Hopkins, n.d). Finally, learning disabilities impact the person’s ability to speak, listen, read, write, and other intellectual abilities used during everyday life (Johns Hopkins, n.d). Unfortunately, children are forced to manage these disabilities in school from a young age as well as young adults in college.
Children with disabilities are far too common. As of 2011, 13% of the student population of ages three to 21 has a disability (Fast facts, 2013). Of the 13%, 4.8% of these students have a learning disability (Fast facts, 2013). Further, there are some alarming statistics regarding students with learning disabilities. For example, 67% of students with a learning disability graduate from High School, compared to 74% of students without a disability (Learning Disability, n.d). Also, 10% of students with a learning disability continue on to college within two years of graduating High School, which is compared to 28% of students without a disability (Learning Disability, n.d). Simi Linton noted in her text that a small number of disabled students went to college because those students attended special education classes and these students would not be among the first choices of colleges (2006).
The two articles selected discuss the challenges students face throughout their education. The first article is written by the National Education Association (NEA) Today and details the challenges that two young children faced during their schooling. The first child is Jay Spencer, a current sixth grader who has Leber Congenital Amaurosis (LCA). Jay’s LCA was diagnosed when he was two preventing him from identifying light and color. However, he can see shadows of figures and he can sometimes see when he tilts his head and looks out of the corner of his left eye. Jay is a natural athlete along with a straight A student and doesn’t let his disability bring him down. He goes into all sports and activities with an open mind, and continues to participate in the ones he’s good at. He partakes in sports such as swimming, wresting, and T-ball (Long, 2013). The other young adult is Curtis Whitley, a recent high school graduate who has cerebral palsy. They are different ages with different disabiliti.
Adult education is a field that provides continuing education to adults in a changing world. It involves imparting knowledge from teachers to students and between students. It is important for keeping skills up to date for the workforce and allowing immigrants to learn English. The field faces threats of budget cuts but is important to allow people to succeed and meet the demands of the economy.
Adult learners face various adversities like work, family responsibilities, age, and disabilities. However, online and distance learning can help overcome barriers by allowing flexible scheduling. Offering classes at different times through accommodations can also help adult learners on campus. While online learning removes obstacles for some, it requires self-discipline to set aside study time. Barriers to adult education include both external situational factors and internal personal attitudes that institutions aim to reduce through various accommodations.
Adult learners face various adversities like work, family responsibilities, age, and disabilities. However, online and distance learning can help overcome barriers by allowing flexible scheduling. Offering classes at different times through accommodations can also help adult learners on campus. While online learning removes obstacles for some, it requires self-discipline to set aside study time. Barriers to adult education include both external situational factors and internal personal attitudes that institutions aim to reduce through various program offerings and formats.
1. Toward Improving Self-Determination in Students With Invisible Disabilities Participating in Higher Education, a First Step
by
Joseph D. Bryant
Overview
This paper provides some background regarding the researcher’s “Practitioner Concerns” that will be discussed at the conference and outlines aspects of his study that seeks to verify whether successful students with invisible disabilities participating in higher education have levels of self-determination that are equal to or greater than those of their non-disabled peers. Results of such a study could be used to justify spending limited resources on this important element of human development.
Introduction
Various laws have been enacted over the past decades to ensure students with disabilities have access to higher education. Since the initial passage of the Education of All Handicapped Children Act of 1975, higher education in the United States has observed unprecedented growth in some part due to the seemingly ever-growing population of students who self-identify with a disability and with an invisible disability in particular. Despite this substantial increase in the number of students with disabilities enrolling in institutions of higher education, many of these students do not complete their degrees. Nonetheless some students with disabilities, visible and otherwise, complete their degrees. With regard to why some students with invisible disabilities complete their degrees and others do not, the available but limited research suggests that there
2. are environmental and personal characteristics of these students that are responsible for success. The same research also suggests that these characteristics might be regarded by students with invisible disabilities as being more important than many of the student services that today’s colleges and universities provide. With regard to invisible disabilities, it is the position of this researcher that a student with an invisible disability’s level of self-determination may be the most crucial characteristic attributable to academic success in higher education. With that said however, there have been few studies that specifically address this assertion. As educational leaders, we are in an excellent position to test this assertion and add to this limited body of knowledge. In so doing, this researcher believes we will be better able to serve some of our most deserving students.
Practitioner Concerns
To date, there has not been extensive research aimed squarely at examining the characteristics and experiences of students participating in higher education who have invisible disabilities (Cosden & McNamara, 1997). Yet despite the lack of research about this group of disabled students, invisible disabilities are the most frequently reported disability in primary and secondary education (Aron & Loprest, 2012) and in higher education (Belch, 2011; Thoma & Getzel, 2005; Troiano, Liefeld, & Trachtenberg, 2010). Some common examples of invisible disabilities include: learning disabilities, Attention-Deficit/Hyperactivity Disorder, dyslexia, vision and/or hearing impairments, speech or language impairments, dysgraphia, bipolar disorder, autism, schizophrenia, and intellectual disability (formerly mental retardation).
It is important to note that while definitions of disabilities, including invisible disabilities, may differ among professionals, there are central elements or characteristics ascribed to them which comport with the Americans with Disabilities Act of 1990 (ADA), including changes
3. made by the ADA Amendments Act of 2008. The ADA defines an individual as having a disability, if he/she possess “a physical or mental impairment that substantially limits one or more major life activities of such individual; a record of such an impairment; or being regarded as having such an impairment” (ADA, 1990, 42 U.S.C. § 12102[1][A-C]). The objective of this paper is not to dissect and analyze the disability related laws extant in higher education, rather the author seeks to provide a succinct and basic definition of what behaviors and/or conditions constitute a disability under the ADA for purposes of a common frame of reference throughout this paper and subsequent discussion. The reader should note that the ADA does not distinguish between invisible disabilities and any other type of disability. Furthermore, the reader is reminded that the ADA is not the only law which provides protection for individuals with disabilities who participate in higher education.
Some Background and Possible Problems
Many of the students described above have received some form of special education prior to entering higher education. Special education as defined by the Individuals with Disabilities Education Improvement Act (IDEIA, formerly IDEA and still often regarded as such) is education, provided to the child with a disability, that meets his/her specific needs, and at no cost to the parent or guardian (IDEIA, 2004). In various forms special education may be provided to a child with a disability throughout his/her primary and secondary schooling. Special education, often, but not always, involves some degree of curriculum modification and/or accommodation. A possible problem is: special education does not exist in higher education (Hadley, 2006). Accordingly, the idea of substantial curriculum modification does not exist in higher education. Indeed, institutions of higher education are governed by fewer laws relating to the provision of
4. extra assistance to individuals with disabilities than are primary and secondary schools (Hadley, 2011).
In the case of some individuals with disabilities participating in higher education, this researcher believes the fact that special education (and its often concomitant modifications and/or accommodations) does not exist in higher education often becomes a problem for such students who, under the auspices of special education, formerly received such unique education, prior to entering higher education, that they encounter substantial difficulty succeeding with only the benefit of what are termed “reasonable accommodations” as afforded by the applicable laws governing the provision of extra assistance to individuals with disabilities in higher education. Substantial analysis of reasonable accommodations per se remains somewhat outside the scope of this paper; but for purposes of the discussion suffice it to say that reasonable accommodations as applied to individuals with disabilities participating in higher education, are designed to assist with the accessibility of a student’s environment and/or curriculum. Thus, where special education sought, if necessary, to modify a student’s environment and/or curriculum, and/or provide access to the same, reasonable accommodations in higher education only address matters affecting a student’s access to his/her environment or curriculum.
This researcher believes Hadley (2011) was correct when she asserted that “the college environment for students with disabilities…does not include the same extent of support that is required in high school settings” (p. 77). Where primary and secondary schools have a legal duty to seek out and provide special services to students with disabilities (IDEIA, 2004), postsecondary schools have no such obligation; and the onus to receive any sort of extra assistance rests entirely with the student (Field, Sarver, & Shaw, 2003; Hadley, 2006, 2007, 2011; Thoma & Getzel, 2005). The change regarding the onus to acquire extra services is
5. readily evident between the two worlds of primary and secondary education and post-secondary education and as some researchers suggest is a problem for students with disabilities (Abreu- Ellis, Ellis, & Hayes, 2009; Hadley, 2006, 2007, 2011). Indeed, special education has been criticized as “work(ing) against successful outcomes in postsecondary education” (Field et al., 2003, p. 340). The reasons for such a criticism and several others are plenty, and outside the scope of this discussion; but statements such as “special education students still lag behind their nondisabled peers in educational achievements, (and special education students) are often held to lower expectations” (Aron & Loprest, 2012, p. 115) and “(special education) may foster dependence and inhibit self-advocacy skills that are necessary for the student…to be successful in a college environment” (Johnson, Zascavage, & Gerber, 2008, p. 1163) appear fairly typical.
Regardless of how and why problems exist in higher education for some students with disabilities regarding the provision of extra assistance to help manage the same, the fact of the matter is many disabilities, especially those of a hidden nature are intrinsic to the student (Hadley, 2006; Stage & Milne, 1996) and life-long. The problem therefore is a student’s disability may remain ongoing, but a method upon which a student relied upon to learn and perhaps be successful in school, special education, ceases upon entry into post-secondary education. Given this state of affairs, perhaps it should come as no surprise that higher education graduation rates and rates of employment among individuals with disabilities remain significantly below those of their otherwise non-disabled peers (Barber, 2012; Skinner, 2004). As educational leaders and practitioners, shouldn’t we do something about this? Admittedly, we have no legal duty at this time to do anything about the lower graduation rates among this population, but shouldn’t we try something?
6. In actuality, we are doing several “somethings,” but could our efforts and limited resources be more efficient and effective? To date, most institutions of higher learning provide reasonable accommodations to those students who self-identify with a disability as well as freshmen seminars, study groups, study skill sessions, peer-tutoring, various academic labs, and related services for all students. This researcher believes more can be done, beginning with a study to examine the characteristics, internal and external, of students with invisible disabilities. Among other things, the results of such a study may be used to assist institutions as they design student services and programming for all of their students.
While there have been previous studies examining characteristics of primary and secondary students with invisible disabilities, the available literature does not concern itself to a significant extent on the internal and external characteristics of students with invisible disabilities in higher education (Cosden & McNamara, 1997). Indeed there has been a small number of studies that examined characteristics of successful disabled students in higher education (Jameson, 2007; Skinner, 2004; Thoma & Getzel, 2005); but these studies have not focused exclusively on students with invisible disabilities.
The author of this paper is conducting a mixed methods study in an attempt to measure whether levels of self-determination among successful students with invisible disabilities participating in higher education are equal to or greater than levels of self-determination among their otherwise non-disabled but successful peers. Over the course of completing his literature review, the author has found several researchers who have indicated that there are many factors that are responsible for the success of students with invisible disabilities participating in higher education. Some of these factors relate to the provision of reasonable accommodations. Other factors however are far less tangible than reasonable accommodations (Abreu-Ellis et al., 2009;
7. Barber, 2012; Hadley, 2006, 2007, 2011; Johnson et al., 2008, Skinner, 2004; Thoma & Getzel, 2005). Chief among these incorporeal factors that are in part responsible for the success of students with (and without) invisible disabilities is the concept of self-determination.
Self-determination has been the subject of scholarly work for decades (Deci & Ryan, 1987; Jameson, 2007; Wehmeyer, 1995; Thoma & Getzel, 2005). Researchers have created various definitions for self-determination. While definitions among researchers vary, many definitions of self-determination center around the concepts of an individual knowingly acting as his/her own causal agent (Wehmeyer, 1995) and acting freely. After researching the concept of self-determination, Wehmeyer (1995) produced the Arc’s Self-Determination Scale to assist in the measurement of self-determination among adolescents with cognitive disabilities. This instrument was subtly modified by Jameson for use in a 2007 study that examined self- determination in students participating in higher education with disabilities. In the study, Jameson did not solely examine students with invisible disabilities. Additionally, Jameson did not focus exclusively on current students and recent graduates or directly seek to compare levels of self-determination among students with invisible disabilities against those of otherwise non- disabled peers.
This researcher’s study will build upon some earlier work, including that of Jameson (2007), by focusing exclusively on successful students with invisible disabilities and measuring their levels of self-determination and comparing those levels with otherwise non-disabled successful peers using Jameson’s adaptation of Wehmeyer’s Arc Self-Determination Scale. Permission to use this instrument has been obtained by the researcher from both Wehmeyer (1995) and Jameson (2007). This study will analyze the findings obtained by the instrument and look for additional themes suggesting levels of self-determination among the two subject groups
8. via analysis of interviews of randomly selected participants who completed the quantitative portion of the study. The researcher is actively seeking participants as well as colleagues in higher education who might assist with the recruitment of participants and be willing to act as a go between ensuring the anonymity of the participants. Thus far, data is unavailable for analysis. With that said, the researcher hypothesizes that a successful student with an invisible disability who participates in higher education will have a level of self-determination, as measured by Jameson’s (2007) modified ARC scale, equal to or greater than that of an otherwise successful non-disabled peer.
Given that there is little research in this area and this is only one study, the findings and implications are important. Perhaps most important, is the thought that information garnered from this study can be used by researchers and institutions of higher education to provide further evidence that there are certain levels of self-determination present among successful students with invisible disabilities participating in higher education; and what these levels are compared with otherwise successful but non-disabled peers. As a result of this evidence, some of the limited resources we have available to us could be ear-marked for any student who might wish to benefit from additional strategies to develop his or her level of self-determination. Additionally, information obtained from this study can be used by primary and secondary educators who work with students with disabilities to better prepare them for the realities of higher education with regard to the operation of the various laws that exist to help them manage their challenges. Conclusion
Enrollment of students with invisible disabilities in higher education continues to increase. The available research does not indicate this trend changing anytime soon. Moreover, the percentage of students with invisible disabilities who complete their degree is lower than that
9. of their nondisabled peers. It is possible that some of the difficulty that some of these students experience is the result of having only reasonable accommodations to help them manage their difficulties in higher education. Where primary and secondary schools have a legal duty to seek out and provide assistance via accommodation and modification of curriculum and/or environment, colleges and universities are not held to the same standard. The onus to obtain assistance rests entirely with the student. This researcher questions whether more can be done by institutions of higher education. This researcher believes the answer is in the affirmative; but it is important before allocating limited resources that more information is generated to help verify if capitalizing on an individual’s level of self-determination is a better way to help ensure the success of our students.
References
Abreu-Ellis, C., Ellis, J., & Hayes, R. (2009). College Preparedness and Time of Learning Disability Identification. Journal of Developmental Education, 32(3), 28-38.
Americans With Disabilities Act of 1990, Pub. L. No. 101-336, 104 Stat. 328 (1990).
Aron, L., & Loprest, P. (2012). Disability and the Education System. Retrieved from http://www.futureofchildren.org
Barber, P. (2012, September). College students with disabilities: What factors influence successful degree completion? A case study. Disability and Work Research Report, 1-16.
Belch, H.A. (2011). Understanding the experiences of students with psychiatric disabilities: A foundation for creating conditions of support and success. New Directions for Student Services, 34, 73-94.
10. Cosden, M., & McNamara, J. (1997). Self-concept and perceived social support among college students with and without learning disabilities. Learning Disabilities Quarterly, 20, 2-12. doi: 10.2307/1511087
Deci, E.L., & Ryan, R.M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 1024-1037.
Field, S., Sarver, M., & Shaw, S. (2003). Self-determination: A key to success in postsecondary education for students with learning disabilities. Remedial And Special Education, 24, 339-349.
Hadley, W. (2006). L.D. students' access to higher education: Self-advocacy and support. Journal of Developmental Education, 30(2), 10-12, 14-16.
Hadley. W. (2007). The necessity of academic accommodations for first-year college students with learning disabilities. Journal of College Admission, 9-13.
Hadley, W. (2011). College students with disabilities: A student development perspective. New Directions For Higher Education, 154, 77-81.
Individuals With Disabilities Education Improvement Act of 2004, Pub. L. No. 101-476, 104 Stat. 1142 (2004).
Jameson, D. R. (2007). Self-determination and success outcomes of two-year college students with disabilities. Journal of College Reading and Learning, 37(2), 26-46.
Johnson, G., Zascavage,V., & Gerber, S. (2008). Junior college experience and students with learning disabilities: Implications for success at the four year university. College Student Journal, 42(4), 1162-8.
11. Skinner, M.E. (2004). College students with learning disabilities speak out: What it takes to be successful in postsecondary education. Journal of Postsecondary Education and Disability, 17(2), 91-104.
Stage, F.K., & Milne, N.V. (1996). Invisible scholars: Students with learning disabilities. The Journal of Higher Education (Columbus, Ohio), 67, 426-45.
Thoma, C.A., & Getzel, E.E. (2005). “Self-determination is what it's all about”: What post- secondary students with disabilities tell us are important considerations for success. Education and Training in Developmental Disabilities, 40(3), 234-242.
Troiano, P.F., Liefeld, J.A., & Trachtenberg, J.V. (2010). Academic support and college success for postsecondary students with learning disabilities. Journal of College Reading and Learning, 40(2), 35-44.
Wehmeyer, M.L. (1995). The ARC's self-determination scale. Procedural Guidelines. Arlington, TX: The ARC.
Joseph D. Bryant, EdS, JD, is a practicing school psychologist, an EdD candidate at Lindenwood University, and an adjunct criminal justice instructor at St. Louis Community College, 11333 Big Bend, Blvd., St. Louis, MO., 63122, jbryant39@stlcc.edu
Presented at the Midwest Research-to-Practice Conference in Adult and Higher Education, Lindenwood University, St. Charles, MO, September 20-21, 2013.