Postsecondary Students With Disabilities: Predictors of Adaptation to College

2020 ◽  
pp. 152102512094101
Author(s):  
Samantha J. Herrick ◽  
Weili Lu ◽  
Deanna Bullock
Keyword(s):  
Students With Disabilities ◽  
Support Services ◽  
College Campus ◽  
Future Research ◽  
Disability Support Services ◽  
Significant Relationships ◽  
Disability Support ◽  
Education Support ◽  
Adaptation To College ◽  
The Relationship

This study examined the relationship between acceptance of disability, perceived stigma of students on a college campus and adaptation to college for students with disabilities. One hundred forty-five surveys were collected from student participants via the disability support services offices at sixteen colleges or universities in the northeast and mid-west United States. The results of a hierarchical multiple regression analysis revealed two statistically significant relationships, students with a higher level of acceptance of disability were more adapted to college, and higher GPA was associated with less adaptation to college. The exploratory test of mediation revealed that the relationship between acceptance of disability and adaptation to college was significantly mediated by perception of stigma on a college campus. The implications for higher education support services and recommendations for future research are discussed.

Disability Support Services in Higher Education: An Extension of the Rehabilitation Process

1996 ◽  
Vol 27 (3) ◽  
pp. 54-59 ◽  
Author(s):  
Annemarie Carroll ◽  
Claudia E. Johnson Bown
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Support Services ◽  
Rehabilitation Counseling ◽  
Academic Support ◽  
Academic Support Services ◽  
Rehabilitation Process ◽  
Disability Support Services ◽  
Disability Support ◽  
Comprehensive Services

In recent years, the number of students in higher education who are requesting services, from university offices of Disability Support Services (DSS) has increased dramatically, While surveys suggest that the majority of DSS offices are providing academic support services to their students with disabilities, these services, while necessary, are not sufficient to address the needs of these students in a holistic fashion. This article will discuss ways in which the philosophy of rehabilitation counseling can be utilized to assist the DSS office in providing more comprehensive services, with the goal of increasing the students' functioning to the highest level possible in all areas of their lives. Through adherence to this philosophy, the DSS office can become an effective extension of the rehabilitation process to students with disabilities.

scholarly journals Disability inclusion in higher education in Uganda: Status and strategies

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Paul Emong ◽  
Lawrence Eron
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Support Services ◽  
Policy Framework ◽  
Persons With Disabilities ◽  
Disability Support Services ◽  
Disability Support ◽  
The Status ◽  
Legal Frameworks

Background: Uganda has embraced inclusive education and evidently committed itself to bringing about disability inclusion at every level of education. Both legal and non-legal frameworks have been adopted and arguably are in line with the intent of the Convention on the Rights of Persons with Disabilities (CRPD) on education. The CRPD, in Article 24, requires states to attain a right to education for persons with disabilities without discrimination and on the basis of equal opportunities at all levels of education. Objectives: Despite Uganda’s robust disability legal and policy framework on education, there is evidence of exclusion and discrimination of students with disabilities in the higher education institutions. The main objective of this article is to explore the status of disability inclusion in higher education and strategies for its realisation, using evidence from Emong’s study, workshop proceedings where the authors facilitated and additional individual interviews with four students with disabilities by the authors. Results: The results show that there are discrimination and exclusion tendencies in matters related to admissions, access to lectures, assessment and examinations, access to library services, halls of residence and other disability support services. Conclusion: The article recommends that institutional policies and guidelines on support services for students with disabilities and special needs in higher education be developed, data on students with disabilities collected to help planning, collaboration between Disabled Peoples Organisations (DPO’s) strengthened to ensure disability inclusion and the establishment of disability support centres.

scholarly journals Canadian Postsecondary Students With Disabilities: Where Are They?

2003 ◽  
Vol 33 (3) ◽  
pp. 71-113
Author(s):  
Catherine S. Fichten ◽  
Jennison V. Asuncicion ◽  
Maria Barile ◽  
Chantal Robillard ◽  
Myrtis E. Fossey ◽  
...  
Keyword(s):  
Community Colleges ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Support Services ◽  
Postsecondary Institutions ◽  
Related Services ◽  
Disability Support Services ◽  
Post Secondary ◽  
Disability Support ◽  
To Receive

Results of a Canada-wide and a Quebec based study of students with a variety of disabilities in Canadian postsecondary education are presented. Study 1 involved 156 professionals. They represent 80% of the population of professionals who provide on-campus disability support services. Results indicate that (1) 8% of postsecondary institutions reported not having any students with disabilities, (2) overall, 2% of students are registered to receive disability related services from their post- secondary institutions, and (3) this varies from 1/2% to 6% across the country. Junior/community colleges had a higher percentage of students with disabilities registered to receive disability related services (3 3/4%) than universities (1 2/3%). (4) Distance education had 3%. (5) Quebec has a smaller proportion of both college (2/3% vs 6%) and university (1/2%) vs 2 1/2%) students with disabilities than the rest of Canada. A targeted study involving 46 professionals who provide disability related services in Quebec's public junior/community colleges, the CEGEPs, revealed that lack of recognition of learning disabilities for postsecondary funding by the Quebec government is an important contributor to the small percentages, although it cannot explain the huge discrepancies between Quebec and the rest of Canada. Extrapolation suggests that there are over 100,000 students with disabilities currently enrolled in Canadian postsecondary education, although only 1/4 to 1/2 of them register to receive disability related services.

scholarly journals Research on College Professors’ Perception of Classroom Disability Support Services in South Korea

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Jeong-Han Kim ◽  
Hyeyoung Kim ◽  
Dongil Kim
Keyword(s):  
South Korea ◽  
Students With Disabilities ◽  
Support Services ◽  
Support Service ◽  
Educational Opportunities ◽  
Training Workshop ◽  
Disability Support Services ◽  
College Professors ◽  
Disability Support ◽  
And Training

The present study is designed to examine college professors’ perception of classroom disability support services. A survey questionnaire was developed to measure college professors’ perception of three areas including: 1) expanding higher education opportunities for students with disabilities, 2) types of classroom disability support services, and 3) barriers in providing services, and implemented with eighty-two college professors. Overall, results indicate that college professors are permissive in providing disability-related classroom support, although they showed differences in terms of the type and scope of service depending on the nature of the discipline. To improve college disability support service in South Korea, the present study suggests to increase educational opportunities such as booklets, guidelines, and training workshop, specifically designed for college professors who are not familiar with classroom disability support services.

Undergraduate Adjustment to College, Drinking Behavior, and Fraternity Membership1

1993 ◽  
Vol 73 (3_part_1) ◽  
pp. 801-802
Author(s):  
Robert L. Montgomery ◽  
Frances M. Haemmerlie
Keyword(s):  
Drinking Behavior ◽  
College Drinking ◽  
Student Life ◽  
Drinking Patterns ◽  
Adjustment To College ◽  
Significant Relationships ◽  
Student Adaptation ◽  
Adaptation To College ◽  
The Relationship

This study examined the relationship between adjustment to college as measured by Baker and Siryk's 1986 Student Adaptation to College Questionnaire, drinking patterns, and various aspects of student life (e.g., fraternity or sorority membership). A total of 114 students participated. Pearson product-moment correlations indicated several significant relationships.

scholarly journals Maawandoonan: early childhood disability support services in Constance Lake First Nation

2021 ◽  
Author(s):  
Nicole Ineese-Nash
Keyword(s):  
Early Childhood ◽  
Support Services ◽  
Service System ◽  
First Nation ◽  
Childhood Disability ◽  
Northern Ontario ◽  
Disability Support Services ◽  
Disability Theory ◽  
Disability Support ◽  
The Impact

This paper details an institutional ethnography conducted in Constance Lake First Nation, a rural Oji-Cree community in northern Ontario, Canada. The study is a part of a larger project called the Inclusive Early Childhood Service System Project, which is partnered with several municipalities and service organizations in four communities across Ontario. The current project examined six family narratives of accessing disability support services for young children. The project seeks to understand how the service system functions from the perspective of families, and the impact of institutional interactions on families within the service system. Employing critical disability theory and Indigenous perspectives of child development, the study seeks to develop a culturally-based conceptualization of disability support for Indigenous children with disabilities or gifts.

scholarly journals Education Support Worker's Perspectives on Their Work with Children with Disabilities in New Zealand Kindergarten Settings

2021 ◽  
Author(s):  
◽  
Pamela Jean Backhouse
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Students With Disabilities ◽  
Quantitative Research ◽  
Children With Disabilities ◽  
Policy Implications ◽  
Self Report ◽  
Future Research ◽  
Wide Range ◽  
Education Support

<p>International literature has focused on paraprofessionals working with students with disabilities in schools and similarly there is some investigative research on teacher aides working with children with disabilities in New Zealand schools. However there is little enquiry into Education Support Workers (ESWs) perspectives of working with children with disabilities in New Zealand Early Childhood Education settings. This study is intended to contribute to addressing this important gap in the literature. ESWs are allocated as primary supports for children with disabilities who need extra learning support and require intervention. This qualitative and quantitative research study is positioned within a sociocultural framework of the Te Whāriki (1996) Early Childhood curriculum which promotes inclusive practices for all children. One-hundred and three ESW respondents from the kindergarten sector completed and returned a questionnaire. Data collection included the role and proximity of an ESW, the child’s interactions with others, and the ESW’s relationship with the child with disabilities. The results revealed ESWs have a wide range of roles and responsibilities in their work with children with disabilities. They work in collaboration with teachers in determining their work with a child and integrate a child into the environment. The development of social skills and involving everyone in the child’s learning was a top priority. Also included was the building of relationships between the child, peers, teachers, and parents. In this study ESWs used a combination of positions such as working alongside, hovering, opposite, and behind and at the same time the child primarily interacted with the ESW, teachers, and peers. Even though there were some ESWs who worked exclusively with a child, the child still interacted in combination with the ESW, teachers, and peers. This result showed inclusion of others irrespective of the ESW’s close proximity. The ESW’s relationship with a child was reported as warm, caring, and positive and also described as very close, perhaps due to the nature of support for some children. This study explored ESWs’ perspectives on their work with children with disabilities and used self report. Theoretical and policy implications are discussed in the context of the ECE curriculum. Although some insight has been generated by ESWs’ participation in this study, there is still an urgent need for future research to ensure Ministry of Education policy and practice line up for children with disabilities and their families, in order for them to receive an equitable fair education as valued members of our community.</p>

The impacts of e-atmospherics on emotions and on the booking intentions of hotel rooms

2017 ◽  
Vol 19 (1) ◽  
pp. 65-73 ◽  
Author(s):  
Mohamed Essawy
Keyword(s):  
Online Survey ◽  
Information Design ◽  
Future Research ◽  
Significant Relationships ◽  
Hotel Websites ◽  
Booking Intentions ◽  
The Impact ◽  
The Relationship ◽  
Atmospheric Cues ◽  
Hotel Customers

This research is designed to investigate the effects of e-atmospheric cues of hotel websites on emotions and on the behavioral responses of customers. Frequent hotel customers (each conducted at least five online bookings yearly) participated in an online survey. The survey measured the impact of two atmospheric cues (graphics design and information design) on emotions (pleasure, arousal, and dominance), the relationship between emotions and booking intentions, and the impact of atmospheric cues on booking intentions. The results showed significant effects of information design on emotions and on booking intentions. The results also revealed the significant relationships between emotions and booking intentions. The present findings of the specific impact of information design on emotions and on booking intentions contribute to extending the knowledge in pleasing hotel customers and forming their booking intentions. Future research could consider other e-atmospherics such as the use of music and color.

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