University Students' Knowledge of Civil Bights Laws Pertaining to People with Disabilities

1996 ◽  
Vol 27 (4) ◽  
pp. 25-29 ◽  
Author(s):  
Darin Stageberg ◽  
Jerry Fischer ◽  
Alice Barbut
Keyword(s):  
Civil Rights ◽  
University Students ◽  
Students With Disabilities ◽  
Americans With Disabilities Act ◽  
People With Disabilities ◽  
Section 504 ◽  
Rehabilitation Act Of 1973 ◽  
Workplace Accommodation ◽  
Significant Difference ◽  
The University

The purpose of this study was to gather data about university students' familiarity with the civil rights laws pertaining to people with disabilities: Section 504 of the Rehabilitation Act of 1973 and Americans with Disabilities Act of 1990. A majority of nondisabled students and students with disabilities reported that they had little, very little, or no knowledge at all of civil rights laws pertaining to people with disabilities. In addition, a significant difference was found between the number of university students with disabilities and students without disabilities requesting accommodations from employers. Furthermore, less than 30% of the university students with disabilities in this study requested a workplace accommodation. Given the results of this research, it is recommended that university students with disabilities receive greater exposure to civil rights laws pertaining to people with disabilities.

scholarly journals "Just How Much Diversity Will the Law Permit?": The Americans with Disabilities Act, Diversity and Disability in Higher Education

2015 ◽  
Vol 35 (3) ◽  
Author(s):  
Lauren Shallish
Keyword(s):  
Higher Education ◽  
Civil Rights ◽  
Title Ix ◽  
Americans With Disabilities Act ◽  
Educational Inequality ◽  
Section 504 ◽  
Rehabilitation Act Of 1973 ◽  
Legal Compliance ◽  
Marginalized Groups ◽  
Disability Law

<p><span>Civil rights laws including the Civil Rights Act of 1964, Title IX of 1972, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 worked to protect classes and individuals for whom discrimination had been documented. In an effort to further remedy educational inequality, colleges and universities increasingly used identity categories to enable access and participation in postsecondary life. In addition to anti-discrimination statutes, attention to marginalized groups evolved to include larger networks of academic and co-curricular support such as formations of identity centers, cultural events, fields of study and scholarships yet disability is largely absent from this work as much of higher education maintains a singular focus on legal compliance. This study investigates how disability law is conceived and enacted on five divergent campuses and how participants understood both the function of disability law and other cultural, social and political aspects of disability-related identities.</span></p>

Constructing Effective Responses: Considerations for Integrating a Service Animal Into a Public School

2019 ◽  
Vol 22 (4) ◽  
pp. 45-64
Author(s):  
Anita F. Morgan ◽  
Julie A. Sears ◽  
Lisa G. Driscoll
Keyword(s):  
Public School ◽  
Students With Disabilities ◽  
Americans With Disabilities Act ◽  
School Setting ◽  
Educational Leaders ◽  
Section 504 ◽  
Rehabilitation Act Of 1973 ◽  
Individuals With Disabilities ◽  
Classroom Space ◽  
Education Improvement

A respected principal finds himself caught in the middle of a complex legal conundrum when a student requests to bring a service animal to his public school where another student may be dangerously allergic to the animal. This case explores how accommodations per the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, and the Individuals with Disabilities Education Improvement Act (IDEA) intersect in a public school setting where classroom space and personnel resources are limited. Educational leaders will be able to construct effective responses by understanding how the three laws apply to students with disabilities who request that their service animals accompany them to public school and when their requests may come into conflict with the needs of others.

The University Student’s Motivation Level on Learning English

2016 ◽  
Vol 7 (1) ◽  
pp. 130
Author(s):  
Esmira Mehdiyev ◽  
Celal Teyyar Uğurlu ◽  
Gonca Usta
Keyword(s):  
University Students ◽  
Language Learning ◽  
English Language ◽  
T Test ◽  
University Graduates ◽  
Significant Difference ◽  
Personal Use ◽  
Motivation Level ◽  
Motivation Scale ◽  
The University

This study aims to determine the university students’ level of motivation in terms of different variables. A study group of this research has been designed through one of the non-random sampling methods, Using appropriate sampling, 606 students from Faculty of Education of C.U. have been involved in this study. Motivation scale in English Language Learning developed by Mehdiyev,Usta,Uğurlu (2015) was used as an instrument of data collection. T-test and one - way analysis of variance (ANOVA) were used to resolve problems of this research. As a result of the research the motivation level of university students hasn’t been revealed significantly different regarding to the gender variable. However, considering the t-test results of motivation scale dimensions, confidence, attitude and personal use, significant difference is seen in favour of women in personal use dimension. The level of language learning motivation of female students is higher than men’s regarding to personal use dimension. However, men’s and women’s views don’t differ significantly in attitude and confidence dimensions. University students don’t present significant differences in terms of birth place, parent’s education level, total motivation scores and confident, attitude and personal dimensions. Students’ motivation levels are seen not to be influenced by the places such as village, provision or city where they have spent the most of their lifetime. At the same time the findings revealed that parental status variable in terms of primary, secondary and university graduates has no effects on students’ motivation.

Effect of a-Week Summer Camp on the Hopelessness and Self-Esteem of the University Students Attending Sport Sciences Faculty

2018 ◽  
Vol 7 (4) ◽  
pp. 42-49 ◽  
Author(s):  
Korkmaz YİĞİTER ◽  
Hakan TOSUN
Keyword(s):  
University Students ◽  
Summer Camp ◽  
Pearson Correlation ◽  
Self Esteem ◽  
Female Students ◽  
T Test ◽  
Significance Level ◽  
Significant Difference ◽  
Post Test ◽  
The University

The aim of this study is to investigate the effects of participation in a 1-week summer camp on thehopelessness and self-esteem of the university students attending Sport Sciences Faculty. Participants were 36university students assigned to experiment group using a random procedure. Coopersmith Self-esteem and Beck Hopelessness Scales were completed at the beginning and end of the summer camp by designed the university. The obtained data were analysed in the SPSS 18.0 program and the significance level was taken as 0.05. The descriptive statistics, independent simple t test, paired simple t test and Pearson correlation were used for analyse the data in the study. According to the results of the research, no significant difference was observed in the comparison of the hopelessness and self-esteem levels between pre and post-test. In addition, there was a significant difference in the hopelessness level of male and female students but any significant difference was not observed in terms of self-esteem. There was a significant relationship between hopelessness and self-esteem pre and post-test. These result shows that a 1-week summer camp cannot change the hopelessness or self-esteem level. However, as the self-esteem rises, the rate of despair decreases whereas as the despair rises, the selfesteem decreases.

Support for the Americans With Disabilities Act Among Nondisabled People

2021 ◽  
pp. 104420732110231
Author(s):  
Carli Friedman ◽  
Laura VanPuymbrouck
Keyword(s):  
Civil Rights ◽  
Americans With Disabilities Act ◽  
A Priori ◽  
People With Disabilities ◽  
Secondary Data ◽  
The United States ◽  
Limited Participation ◽  
Persons With Disabilities ◽  
Research Questions ◽  
The Relationship

The Americans with Disabilities Act (ADA) opened the doors to access and enhanced the civil rights of people with disabilities. However, a lack of accessibility to all segments of society continues throughout the United States and is frequently described by people with disabilities as a leading cause for limited participation. Beliefs and attitudes regarding disability can affect critical decisions regarding inclusion and people with disabilities’ civil rights. Therefore, the purpose of this study was to explore support and opposition to the ADA among nondisabled people. We had the following research questions: (a) What is the relationship between disability prejudice and support for the ADA? and (b) When controlling for disability prejudice, what other factors lead people to support the ADA? To do so, we examined secondary data from approximately 13,000 participants from all 50 states and the District of Columbia. Findings from this study revealed that people who oppose the ADA are significantly more prejudiced toward people with disabilities than people who support the ADA. Understanding and becoming aware of attitudes and prejudice toward persons with disabilities can be a first step toward dispelling such beliefs and possibly a priori step to achieving the intent and spirit of the ADA.

scholarly journals The Level of Psychological Security among Sample of Nizwa University students in the Sultanate of Oman: مستوى الأمن النفسي لدى عينة من طلبة جامعة نزوى في سلطنة عمان

2019 ◽  
Vol 3 (30) ◽  
Author(s):  
Mohammed Nasser Said Al-Sawafi
Keyword(s):  
University Students ◽  
Sultanate Of Oman ◽  
Significant Difference ◽  
Descriptive Approach ◽  
Males And Females ◽  
High Level ◽  
The University

    This study aimed to find out the level of Psychological Security of Nizwa University students and to find out the differences in level of Psychological Security according to gender (males/ females), the sample included (238) males and females. In order to achieve the objectives of the study, the descriptive approach was used. The researcher used the Maslow scale for the sense of Psychological Security and interpolation by Dawani and Dirani (1983) in the Abdullah’s study (1996) after verifying its validity and stability. The study sample (238) students from Nizwa University in the Sultanate of Oman were randomly chosen. The findings of the study could be summarized as the following: there is a high level of Psychological Security with Nizwa University students according to the comprehensive Psychological Security scale with a median (2.24) feeling with Psychological Security compares to threat with average (2.29) and feeling love to hatred with average (2.25) feeling with loyalty to loneliness with average (2.19), there is a significant difference at the level of α=0.05 between males and females in favour of the males. In light of the results, a number of recommendations and proposals were submitted to enhance the level of psychological security among students of the University of Nizwa, and the general Omani and Arab universities.    

scholarly journals Sport science college students and career stress

2019 ◽  
Vol 14 (4) ◽  
pp. 580-589 ◽  
Author(s):  
Onur Mutlu Yasar ◽  
Murat Turgut
Keyword(s):  
University Students ◽  
Quantitative Research ◽  
University Education ◽  
Average Score ◽  
Stress Scale ◽  
Income Status ◽  
Significant Difference ◽  
Stress Levels ◽  
Science College ◽  
The University

The aim of this study is to examine the career stress levels of university students in different faculties according to age, gender, faculty, class and financial status variables. The research was conducted using a quantitative research design. The sample of this study consisted of 1,189 university students from Kastamonu University Education Faculty, School of Physical Education and Sports, Faculty of Arts and Faculty of Engineering and Architecture. Career Stress Scale consisting of 20 items and three sub-dimensions was used. Data were normally distributed and parametric analysis was used. According to the findings of this study, it was determined that the average score of the participants was 2.43 from the total score of the career stress scale. In this context, it was found that the career stress levels of the participants were moderate at the lower limit. According to the average scores of the participants, the lowest subscale was found to be an external conflict with 2.13 average and the highest subscale was found to be job anxiety with an average score of 2.82. A significant difference was found almost between all different groups in different ways (p > 0.05). As a result, it was found that the career stress levels of the university students participating in the research were moderate, as well as differences according to variables such as gender, class, age, faculty and income status. Among these differences, the most striking ones appear to be the variables of age and income. In this context, it was determined that university students who have lower age and lower-income status level have higher career stress level than age and income status variables. Keywords: Career, collage, stress, sport, students, university.

scholarly journals Socio-Psychological Technologies to Promote the Employment of Students with Disabilities Studying at the University

2021 ◽  
Vol 20 (2) ◽  
pp. 37-44
Author(s):  
Elena G. Babich ◽  
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
People With Disabilities ◽  
Practical Work ◽  
Creative Potential ◽  
Professional Orientation ◽  
The University ◽  
Motivation To Work

This article presents an analysis of socio-psychological technologies and practical work on the problems of motivation to work and the promotion of employment of students with disabilities and health limitations throughout their studies at the university. The author describes various technologies for accompanying students at the university, from professional orientation to employment, focusing on the most successful practices. Offers practical solutions to improve the technologies of higher inclusive education, to create equal conditions for students with disabilities and people with disabilities in realizing their creative potential, in socialization, employment and entrepreneurship, in promoting the sociopsychological adaptation of students with disabilities in labor motivation and employment throughout training at the university.

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