Narrating the Self: A Grounded Theory Model of Emerging Purpose for College Students With Disabilities

College years are an experimental phase in young adulthood and can lay the foundation for lifelong behaviors. One type of behavior developed during these years is the use of leisure-time physical activity (LTPA). LTPA experiences of typical college students have been examined, but there is a lack of studies examining the experiences of students with disabilities. The purpose of this inquiry is to understand the experiences of college students with disabilities and their LTPA, with focus on factors that facilitate or create barriers to engagement. Grounded theory was used to understand LTPA with undergraduates with mobility or visual impairments. Results indicated a theme of culture of physical activity and disability as they received a message that engagement in LTPA was “unnecessary” or “heroic,” which altered their LTPA experiences. Barriers to LTPA can be understood through a social relational lens to recognize the multidimensionality of barriers and facilitators to LTPA.

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Accommodation Strategies of College Students with Disabilities

The Qualitative Report ◽

10.46743/2160-3715/2010.1158 ◽

2014 ◽

Author(s):

Lucy Barnar-Brak ◽

DeAnn Lectenberger ◽

William Lan

Keyword(s):

College Students ◽

Grounded Theory ◽

Students With Disabilities ◽

Learning Experiences ◽

Structured Interview ◽

Academically Successful ◽

Academic Needs ◽

Interview Technique ◽

Disability Status ◽

College Students With Disabilities

College students with disabilities develop and utilize strategies to facilitate their learning experiences due to their unique academic needs. Using a semi-structured interview technique to collect data and a technique based in grounded theory to analyze this data, the purpose of this study was to discern the meaning of disclosure for college students with disabilities in relation to the strategies they invoke while seeking accommodations. The study revealed three underlying themes common to the accommodation-seeking strategies of the participants who were academically successful college students with disabilities. These themes include: scripting disclosure of one's disability; negotiating accommodations with faculty; and downplaying one's disability status.

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Adapting the Self-Determined Learning Model for Instruction of College Students With Disabilities

Career Development for Exceptional Individuals ◽

10.1177/0885728808318327 ◽

2008 ◽

Vol 31 (2) ◽

pp. 85-93 ◽

Cited By ~ 18

Author(s):

Donald Finn ◽

Elizabeth Evans Getzel ◽

Shannon McManus

Keyword(s):

College Students ◽

Students With Disabilities ◽

Learning Model ◽

The Self ◽

College Students With Disabilities

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Development and validation of the Self-Determination Scale for College Students-Revised

Social Behavior and Personality An International Journal ◽

10.2224/sbp.9849 ◽

2021 ◽

Vol 49 (3) ◽

pp. 1-10

Author(s):

Pen-Chiang Chao

Keyword(s):

College Students ◽

Factor Analysis ◽

Students With Disabilities ◽

Factor Model ◽

Self Regulation ◽

The Self ◽

Self Determination ◽

Self Awareness ◽

College Students With Disabilities ◽

Test Retest Reliability

The purpose of this study was to develop and validate a revised version of the Self-Determination Scale for College Students (SDSCS-R), a 40-item scale aimed at assessing the self-awareness, psychological empowerment, self-regulation, and autonomous functioning of students with disabilities attending universities in Taiwan. Participants were 265 students with disabilities recruited from 15 universities in northern Taiwan. Item analyses and factor analyses of data were conducted. Results show that the SDSCS-R had acceptable internal consistency, with Cronbach's alpha values ranging from .86 to .90 and test–retest reliability coefficients ranging from .70 to .82. Results of exploratory factor analysis show that the four subscales proposed could be appropriately extracted, accounting for 47.90% of the total item variance. Confirmatory factor analysis results further confirm that the four-factor model had a good fit with the sample data. In sum, the SDSCS-R has good psychometric properties and can serve as an appropriate tool to measure the self-determination skills of college students with disabilities.

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