Predictors of Inclusive Course Enrollments in Higher Education by Students With Intellectual and Developmental Disabilities

2018 ◽  
Vol 56 (6) ◽  
pp. 458-470 ◽  
Author(s):  
Clare Papay ◽  
Meg Grigal ◽  
Debra Hart ◽  
Ngai Kwan ◽  
Frank A. Smith
Keyword(s):  
Higher Education ◽  
Developmental Disabilities ◽  
Career Development ◽  
College Experiences ◽  
First Year ◽  
Intellectual And Developmental Disabilities ◽  
College Courses ◽  
Federally Funded ◽  
Education Programs ◽  
First Year Students

Abstract Higher education programs for students with intellectual and developmental disabilities (IDD) offer opportunities to engage in college experiences including access to typical college courses. The purpose of the present study was to examine data from federally funded programs in order to describe and identify predictors of inclusive course enrollments. Data on 672 first-year students with IDD who enrolled in 3,233 inclusive college courses were analyzed. Significant predictors were the age of the student, whether the student attended a program that offered access to regular student advising or provided an official transcript, whether the student took any specialized courses, and whether the student had a paid job or participated in particular career development experiences. Implications for higher education programs are discussed.

scholarly journals Experiences That Predict Employment for Students With Intellectual and Developmental Disabilities in Federally Funded Higher Education Programs

2018 ◽  
Vol 42 (1) ◽  
pp. 17-28 ◽  
Author(s):  
Meg Grigal ◽  
Clare Papay ◽  
Frank Smith ◽  
Debra Hart ◽  
Rayna Verbeck
Keyword(s):  
Higher Education ◽  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Institutions Of Higher Education ◽  
Federally Funded ◽  
Demonstration Program ◽  
Gainful Employment ◽  
Postsecondary Program

The Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, funded by the U.S. Department of Education’s Office of Postsecondary Education was implemented initially from 2010 to 2015. During this time, 27 institutions of higher education were awarded grants to develop programs for students with intellectual and developmental disabilities (IDD) to access higher education. TPSID programs were charged with developing model demonstration programs that would lead to gainful employment. In this article, we identify predictors of employment while in the program and at exit for students who completed a TPSID program between 2010 and 2015. Results identified several predictors of employment for students with IDD. Authors share implications for future research and practice gleaned from the analysis.

Self-Determination in Elementary Students: A Conversation With Dr. Michael L. Wehmeyer

2021 ◽  
pp. 105345122110329
Author(s):  
Todd F. Haydon ◽  
Angelica Masthay-Bermudez
Keyword(s):  
Higher Education ◽  
Developmental Disabilities ◽  
Elementary Students ◽  
Students With Disabilities ◽  
Doctoral Students ◽  
Goal Setting ◽  
State System ◽  
Self Determination ◽  
Intellectual And Developmental Disabilities ◽  
Federally Funded

Dr. Michael L. Wehmeyer has been recognized nationally and internationally for his research on intellectual and developmental disabilities and is well known as a leader on the concept of self-determination. His career has spanned experiences from the state system to higher education. He has been the recipient of several federally funded grants to support his research and to prepare doctoral students for leadership activities. He shared his reflections with Intervention in which he describes the benefit of teaching students with disabilities goal setting and the pursuit of those goals for a meaningful and purposeful life.

A FIRST-YEAR STUDENTS’ ADAPTATION TO DIFFICULTIES AT HIGH EDUCATIONAL ESTABLISHMENTS

2021 ◽  
pp. 97-113
Author(s):  
Nailya R. Salikhova ◽  
◽  
Aida R. Fakhrutdinova ◽  
Keyword(s):  
Higher Education ◽  
Personal Growth ◽  
Personal Development ◽  
Early Stage ◽  
Educational Process ◽  
First Year ◽  
First Year Students ◽  
Social Community ◽  
Transition To Higher Education ◽  
Study Participants

Data from an empirical study aimed at identifying the difficulties faced by students in their transition to higher education, the overcoming of which is important for personal development, are presented in the article. The study participants (n=179) were asked to describe the difficulties of transition from school to University in the 1st year based on analysis of their autobiographical memory. The content analysis of texts allowed identifying the main themes and compiling a list of challenges, and then the frequency of occurrence of each of them was determined. According to the results, the most actual difficulties are the different aspects of integrating into the new social community due to sharp changes in the social environment during the transition from school to University. A big challenge is the need for self-organization in educational and everyday matters, planning and organizing your time. The third most frequently mentioned is learning difficulties, especially those related to mastering the material in the new educational environment. Problematic areas of adaptation to higher education that have not been previously reflected in the sources are the establishment of a common life in the dormitory, pressure from parents, the manifestation of their individuality, the increase in the length of classes and the pace of learning, romantic relationships and language barriers. The difficulties of the first examination session are much less frequently mentioned, and are more frequently mentioned when examining the current adaptation process. The results of the study can be used for the development and subsequent implementation of a system of practical measures aimed at helping students to adapt to the new environment and conditions. Such assistance to students in building a new way of life at a university, especially at an early stage of study, is necessary not only to improve the effectiveness of the educational process, but also to facilitate the processes of personal growth and development of students

Japan: The "Haves" are Gaining and the "Have-Nots" are Losing

2015 ◽  
Author(s):  
Yoshiaki Obara
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Private Higher Education ◽  
First Year ◽  
Prospective Students ◽  
Risk Of Falling ◽  
First Year Students ◽  
Rural Colleges ◽  
Negative Cycle ◽  
Rural Institutions

Many Japanese private higher education institutions also face a risk of falling into the "losing group." It seems that small/rural colleges end up receiving less extra income from admissions over the tei-in (the quota for first-year students) level. This loss creates less scholarship money for capable students. The small/rural institutions are likely to lose prospective students as a negative cycle works against them. This tendency, in turn, augments the opportunities available to large, metropolitan higher education institutions. In Japan, a clear division is anticipated, with the larger institutions getting much larger and the smaller and rural ones getting much smaller. This is a hard fact that we will face in the foreseeable future.

scholarly journals Personality traits and academic performance: Correcting self-assessed traits with vignettes

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0248629
Author(s):  
Johan Coenen ◽  
Bart H. H. Golsteyn ◽  
Tom Stolp ◽  
Dirk Tempelaar
Keyword(s):  
Higher Education ◽  
Personality Traits ◽  
Student Performance ◽  
Cognitive Skills ◽  
Risk Preference ◽  
Emotional Stability ◽  
First Year ◽  
First Year Students ◽  
Significant Relationships ◽  
Point Estimates

In this study, we investigate whether Conscientiousness, Emotional Stability and Risk Preference relate to student performance in higher education. We employ anchoring vignettes to correct for heterogeneous scale use in these non-cognitive skills. Our data are gathered among first-year students at a Dutch university. The results show that Conscientiousness is positively related to student performance, but the estimates are strongly biased upward if we use the uncorrected variables. We do not find significant relationships for Emotional Stability but find that the point estimates are larger when using the uncorrected variables. Measured Risk Preference is negatively related to student performance, yet this is fully explained by heterogeneous scale use. These results indicate the importance of using more objective measurements of personality traits.

scholarly journals SOCIOCULTURAL ADAPTATION OF FIRST-YEAR STUDENTS IN THE MODERN SYSTEM OF HIGHER EDUCATION

2018 ◽  
Vol 9 (2) ◽  
pp. 4-8
Author(s):  
L.V. Annikova ◽  
◽  
T.V. Bakhutashvili ◽  
E.V. Ilchenko ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
First Year ◽  
Sociocultural Adaptation ◽  
First Year Students ◽  
Modern System

scholarly journals Entering Higher Professional Education: Unveiling First-Year Students’ Key Academic Experiences and Their Occurrence Over Time

2021 ◽  
Vol 12 ◽  
Author(s):  
Jonas Willems ◽  
Liesje Coertjens ◽  
Vincent Donche
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Critical Incident ◽  
Transition Process ◽  
Academic Experiences ◽  
First Year ◽  
Study Program ◽  
First Year Students ◽  
Academic Transition ◽  
First Semester

To date, little understanding exists of how first-year students in professionally oriented higher-education (HE) programs (i.e., those that provide vocational education to prepare students for a particular occupation) experience their academic transition process. In the present study, we first argued how the constructs of academic adjustment and academic integration can provide complementary perspectives on the academic transition of first-year students in (professional) HE. Next, we examined what first-year students in professional HE contexts perceive to be the most important experiences associated with their academic transition process in the first semester of their first year of higher education (FYHE). To this end, we adopted the fundamentals of the critical incident technique and asked 104 students in a Flemish (Dutch-speaking part of Belgium) university college (which offers professional HE programs, such as nursing) to complete “reflective logs” with open questions at the start of the second semester of their FYHE, wherein they reflected on three critical academic experiences during their first semester. An inductive, cross-case content analysis of the collected narratives showed that students reported on nine themes of academic experiences, which relate to five adjustment themes (dealing with the organization of the study program, organizing study work, committing to the study, following class and taking notes, and processing learning content outside class) and four integration themes (feeling competent, feeling stressed, feeling prepared, and feeling supported). Further analyses showed that although some of the nine themes of academic experiences appear to be more important at different times in the first semester, they all seem to be meaningful throughout the whole semester.

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