Factors Associated With Disability Self-Disclosure to Their Professors Among College Students With Disabilities

This study examined factors associated with disability disclosure to professors among students with disabilities ( n = 289) who either registered or did not register with disability support services (DSS) in postsecondary education from six public colleges and universities located in a Mid-Atlantic U.S. state. Past experience in requesting accommodations and perceptions of faculty’s willingness to provide accommodations were correlated with willingness to disclose disability. Multiple regression results revealed that gender, grade level, and past experience in requesting accommodations predicted students’ willingness to disclose their disabilities. Implications for counselors and transition educators working with students with disabilities are discussed, along with recommendations for future research.

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Core Self-Evaluations as a Mediator Between Functional Disability and Life Satisfaction in College Students With Disabilities Majoring in Science and Technology

Rehabilitation Research Policy and Education ◽

10.1891/2168-6653.29.1.96 ◽

2015 ◽

Vol 29 (1) ◽

pp. 96-104 ◽

Cited By ~ 5

Author(s):

Susan Miller Smedema ◽

Joseph S. Pfaller ◽

Rana A. Yaghmaian ◽

Hayley Weaver ◽

Elizabeth da Silva Cardoso ◽

...

Keyword(s):

College Students ◽

Life Satisfaction ◽

Students With Disabilities ◽

Functional Disability ◽

Future Research ◽

College Students With Disabilities ◽

And Mathematics ◽

Quantitative Descriptive ◽

Core Self ◽

The Impact

Purpose: To examine the mediational effect of core self-evaluations (CSE) on the relationship between functional disability and life satisfaction.Methods: A quantitative descriptive design using multiple regression analysis. The participants were 97 college students with disabilities receiving services through Hunter College’s Minority-Disability Alliance (MIND Alliance) in science, technology, engineering, and mathematics.Results: CSE was a partial mediator between functional disability and life satisfaction. After controlling for CSE, functional disability was no longer a significant predictor of life satisfaction.Conclusions: CSE partially mediated the impact of functional disability on life satisfaction. Future research should explore the development of interventions to increase CSE to reduce the effect of disability and to improve life satisfaction and employment outcomes for individuals with disabilities.

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Postsecondary Students With Disabilities: Predictors of Adaptation to College

Journal of College Student Retention Research Theory & Practice ◽

10.1177/1521025120941011 ◽

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.

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The Role of Technology in Preparing Youth with Disabilities for Postsecondary Education and Employment

Journal of Special Education Technology ◽

10.1177/016264340301800401 ◽

2003 ◽

Vol 18 (4) ◽

pp. 7-19 ◽

Cited By ~ 28

Author(s):

Sheryl Burgstahler

Keyword(s):

Students With Disabilities ◽

Postsecondary Education ◽

Information Technologies ◽

Adult Life ◽

Future Research ◽

Career Outcomes ◽

Promising Practices ◽

Playing Field ◽

Seamless Transition ◽

Education And Employment

Access to electronic and information technology has the potential to promote positive postsecondary academic and career outcomes for students with disabilities. However, this potential will not be realized unless stakeholders assure that all individuals with disabilities have access to technology that promotes positive academic and career outcomes; learn to use technology in ways that contribute to positive outcomes; and experience a seamless transition of availability of technology as they move through educational and career environments. This article explores the role technology can play in helping students with disabilities make successful transitions to postsecondary studies, employment, and adult life. It (a) defines terms, (b) provides examples of electronic and information technologies and their applications in pre-college and postsecondary education and employment, (c) summarizes legal issues that apply to technology access for students with disabilities in pre-college, postsecondary, and employment settings, (d) explores promising practices, and (e) lists topics for future research. Ensuring that all of the educational and employment opportunities that technology provides are accessible to everyone will contribute to the creation of a level playing field, thereby increasing access for people with disabilities to postsecondary education and careers in high-paying jobs and, ultimately, strengthening the economy.

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Factors Related to Extended Time Use by College Students With Disabilities

Remedial and Special Education ◽

10.1177/0741932520972787 ◽

2020 ◽

pp. 074193252097278

Author(s):

Nicholas Gelbar ◽

Joseph Madaus

Keyword(s):

Students With Disabilities ◽

Research University ◽

Postsecondary Institutions ◽

Future Research ◽

Extended Time ◽

Additional Time ◽

Hyperactivity Disorder ◽

College Students With Disabilities ◽

And Mathematics ◽

Large Research

Extended time to complete course examinations is the most commonly provided accommodation to students with disabilities in postsecondary institutions. However, there is a paucity of studies that examine the use and influence of extended time in true testing situations. The present study examined test accommodation used by 596 students with disabilities at a large research university. These students completed a total of 3,726 exams in 1,517 unique courses. Results indicated that extended time was used in approximately half of the tests, and of these, a nearly there was an even split between the use of less than and more than 50% additional time. In a statistical model predicting whether a participant used extended time at least once in a course, having a learning disability, having attention-deficit/hyperactivity disorder (ADHD), and taking a science, technology, engineering, and mathematics (STEM) course were statistically significant predictors of whether a participant used extended time in a course. Implications and areas for future research are presented.

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Canadian Postsecondary Students With Disabilities: Where Are They?

Canadian Journal of Higher Education ◽

10.47678/cjhe.v33i3.183441 ◽

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.

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Assessing College Life Adjustment of Students With Disabilities: Application of the PERMA Framework

Rehabilitation Counseling Bulletin ◽

10.1177/0034355217702136 ◽

2017 ◽

Vol 61 (3) ◽

pp. 131-142 ◽

Cited By ~ 11

Author(s):

Timothy N. Tansey ◽

Susan Smedema ◽

Emre Umucu ◽

Kanako Iwanaga ◽

Jia-Rung Wu ◽

...

Keyword(s):

College Students ◽

Life Satisfaction ◽

Students With Disabilities ◽

Postsecondary Education ◽

Functional Disability ◽

Well Being ◽

Measurement Model ◽

Persons With Disabilities ◽

College Life ◽

College Students With Disabilities

The clearest career path to the middle class generally involves access, and completion, of postsecondary education. However, persons with disabilities are less likely to enroll or graduate from college compared with their same-age peers without disabilities. The quality of life of students with disabilities, and their well-being, may be a root cause of low graduation rates. To flourish in life is to both feel good and function effectively. Seligman developed the Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA) model that may be useful in understanding the well-being of individuals. The purpose of this study is to examine the factorial structure of the PERMA model in sample college students with disabilities and then examine the model’s relationship with outcomes important to college adjustment such as academic achievement, relationship problems, stress, life satisfaction, and core self-evaluation. Ninety-seven college students with disabilities enrolled in Science, Technology, Engineering, and Mathematics (STEM) were recruited for the study. Findings support a one-factor solution for the PERMA measurement model. Furthermore, PERMA was negatively correlated with factors associated with college difficulty and positively associated with factors linked to college success. The PERMA model also demonstrated that well-being mediates the relationship between functional disability and life satisfaction. Implications for rehabilitation researchers and practitioners are reviewed.

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Diverse Pathways to Purpose for College Students With Disabilities

Career Development and Transition for Exceptional Individuals ◽

10.1177/2165143418758985 ◽

2018 ◽

Vol 42 (2) ◽

pp. 111-121 ◽

Cited By ~ 3

Author(s):

Barbara M. Newman ◽

Ezekiel W. Kimball ◽

Annemarie Vaccaro ◽

Adam Moore ◽

Peter F. Troiano

Keyword(s):

College Students ◽

Students With Disabilities ◽

Goal Attainment ◽

Empirical Work ◽

Well Being ◽

Future Research ◽

Theory Approach ◽

Sense Of Purpose ◽

High School To College ◽

College Students With Disabilities

The sense of purpose, which directs and motivates goal attainment, is associated with health and happiness as students make transitions from high school to college and work. Despite its importance for student well-being, little empirical work has addressed the development of purpose among students with disabilities. This article expands on a model of the relationship between purpose development, career aspirations, and disability identity in a sample of 59 college students with a variety of visible and invisible disabilities. Using a constructivist grounded theory approach to the analysis of extensive interviews, results present five pathways to purpose and the processes through which students’ disabilities contribute to their sense of purpose. Implications for practice and future research emerge from this rich source of student voices.

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Do Nonresident Students Affect Prices for In-State Students at Public Colleges?

Teachers College Record ◽

10.1177/016146811912100207 ◽

2019 ◽

Vol 121 (2) ◽

pp. 1-27

Author(s):

Robert Kelchen

Keyword(s):

Postsecondary Education ◽

State Level ◽

Public Colleges ◽

Future Research ◽

Institutional Prestige ◽

Education Data ◽

Panel Regressions ◽

Nonresident Students ◽

Public Colleges And Universities ◽

One Year

Background/Context Public colleges and universities have sought to recruit and enroll more students from outside their home state in an effort to both enhance institutional prestige and generate additional revenue from the higher tuition rates than nonresident students generally pay. A body of research has shown that nonresident students tend to be more economically advantaged and less racially diverse than in-state students and that increases in out-of-state students crowd out lower income and minority state residents from more selective public colleges. Purpose/Research Questions Although research has shown some adverse effects of additional nonresident enrollment, no prior research has examined whether the additional money generated from out-of-state students’ higher tuition rates is used to help make college more affordable for state residents. In this article, I examined whether increased percentages of nonresident students were associated with changes in the sticker or net prices of attendance at four-year public colleges and whether any relationships were different between broad-access and selective public colleges. Research Design I used data on college pricing and nonresident enrollment from the U.S. Department of Education's Integrated Postsecondary Education Data System from the 2000– 01 through 2013–14 academic years from 505 public four-year colleges in this analysis. I used panel regressions with controls for other state-level factors that could have affected nonresident enrollment. In my preferred specifications, I used Arellano–Bond estimators to account for autoregressive processes in the data and used a one-year lag between nonresident enrollment and when prices paid by in-state students were measured. Results and Conclusions There was no systematic relationship between changes in the percentage of nonresident students and the sticker or net prices faced by in-state students. This suggests that although state residents do not appear to be subsidizing an amenities arms race to attract students from other states, the additional tuition revenue coming from nonresident students is not being used to help subsidize in-state students. Future research should investigate how public colleges are using the additional revenue if it is not being used for student financial aid.

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