scholarly journals Engaging College Students On A Community Engagement With High School Students With Disabilities

2014 ◽  
Vol 7 (3) ◽  
pp. 195-204 ◽  
Author(s):  
James Lawler ◽  
Anthony Joseph ◽  
Stuti Narula
Keyword(s):  
College Students ◽  
High School ◽  
High School Students ◽  
Community Engagement ◽  
Students With Disabilities ◽  
School Students

Making the Grade: College Students with Visual Impairments

1997 ◽  
Vol 91 (3) ◽  
pp. 261-270 ◽  
Author(s):  
L.W. McBroom
Keyword(s):  
College Students ◽  
High School ◽  
High School Students ◽  
Students With Disabilities ◽  
Visually Impaired ◽  
Low Vision ◽  
Visual Impairments ◽  
School Students ◽  
Transition Experiences

This study of the transition experiences of 102 college students with visual impairments (including students who are blind and students with low vision) and of the services offered for students with disabilities at 66 colleges found that the colleges provided most of the services students need to be successful. The students also described the numerous areas for which visually impaired high school students should prepare before they enter college and the skills they should develop or hone.

scholarly journals LONELINESS OF HIGH SCHOOL AND COLLEGE STUDENTS: THE RELATION OF SOCIO-DEMOGRAPHIC CHARACTERISTICS AND SELF-ESTEEM WITH LONELINESS

2020 ◽  
Vol 10 (1) ◽  
pp. 31-40
Author(s):  
Nataša Kostić ◽  
◽  
Šuajb Solaković ◽  
Keyword(s):  
College Students ◽  
High School ◽  
High School Students ◽  
Research Problem ◽  
Self Esteem ◽  
Demographic Characteristics ◽  
Significant Relation ◽  
School Students ◽  
Level Of Education ◽  
Significant Difference

The research problem relates to the examination of the relationof socio-demographic characteristics (gender, level of education and the place where most of childhood was spent) and the self-esteem of the respondents with loneliness.In investigating this problem, the focus was primarily on the perception of the distribution of loneliness, and the examination of the relation of independent variables (socio-demographic characteristics and self-esteem) with the dependent variable (loneliness).The sample of respondents consists of 677 high school students (49.34%) and college students (50.66%) of Bosnia and Herzegovina. The range of years of subjects ranges from 15 to 23 (AS = 18.696).The results of the study show that there is a statistically significant difference in loneliness with regard to gender (U = 38672.000, Z = -6.122, p = .000), to the level of education (U = 42292.500, Z = -5.905, p = .000) and the place in which the respondents spent most of their childhood (χ2 = 9.383, df = 2, sig = .009). The results show that there is a statistically significant relation between self-esteem and loneliness (ro = -.401, sig = .000, N = 676).

Teaching High School Students With Disabilities to Advocate for Academic Accommodations

2019 ◽  
Vol 54 (3) ◽  
pp. 146-156
Author(s):  
Nancy J. Lopez ◽  
Nicole M. Uphold ◽  
Karen H. Douglas ◽  
Shaqwana Freeman-Green
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Functional Relation ◽  
Transition Process ◽  
Future Research ◽  
Academic Accommodations ◽  
School Students ◽  
Self Advocacy

One factor that may contribute to the success of students with disabilities in postsecondary educational settings may be their ability to advocate for academic accommodations. By incorporating self-determination practices into the curriculum and transition process during high school, students with disabilities may acquire the self-advocacy skills for postsecondary settings. The purpose of this study was to examine the effects of a modified Self-Advocacy and Conflict Resolution (mSACR) training program on the ability of five high school students with high-incidence disabilities to request academic accommodations in a high school general education course. A multiple-probe-across-participants design was employed to evaluate the effects of the intervention on 14 targeted behaviors. Results indicated a functional relation between the mSACR and the ability of students to request accommodations. Findings from this study are discussed along with limitations, suggestions for future research, and implications for educational practice.

Teaching Rate of Change and Problem Solving to High School Students With High Incidence Disabilities at Tier 3

2019 ◽  
pp. 073194871988734
Author(s):  
Kaitlin Bundock ◽  
Leanne S. Hawken ◽  
Sharlene A. Kiuhara ◽  
Breda V. O’Keeffe ◽  
Robert E. O’Neill ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Students With Disabilities ◽  
Instructional Strategies ◽  
Conceptual Understanding ◽  
Functional Relation ◽  
Rate Of Change ◽  
Probe Design ◽  
School Students

Implementing an integrated sequence of concrete-representational-abstract depictions of mathematics concepts (CRA-I) can improve the mathematics achievement of students with disabilities, and explicit instructional strategies involving problem-solving heuristics and student verbalizations can help facilitate students’ conceptual understanding of mathematics. Combining CRA-I and explicit instructional strategies may increase students’ conceptual understanding and ability to express mathematical reasoning through writing. This study included three ninth-grade students with disabilities, and employed a multiple-probe design across-participants to investigate a functional relation between an explicit instructional strategy within a CRA-I framework and high school students’ with disabilities proficiency in solving rate of change problems. Results showed that all three students improved their mathematics scores (combined Tau-U effect size = 0.77, p < .001) and maintained improvements during a 1- to 7-week post-instruction phase. Implications for research and practice related to mathematics instruction and intervention specifically for students with learning disabilities are discussed.

An Evaluation of a Social Norms Marketing Project for Tobacco Prevention with Middle, High, and College Students; use of Funds from the Tobacco Master Settlement (Virginia)

2005 ◽  
Vol 35 (3) ◽  
pp. 185-200 ◽  
Author(s):  
Jeanne Martino-McAllister ◽  
Maria Theresa Wessel
Keyword(s):  
College Students ◽  
High School ◽  
High School Students ◽  
Social Norms ◽  
Tobacco Prevention ◽  
School Students ◽  
Student Centered ◽  
Marketing Model ◽  
Positive Behaviors ◽  
Social Norms Marketing

The Anti-Tobacco Media Blitz (ATMB), a social-norms marketing program, was utilized for tobacco prevention with middle and high school students. University students assisted middle and high school students with the implementation of this campaign, which included a variety of media. Students worked in teams to design, develop, and evaluate tobacco-free messages through posters, radio, television, and peer-led activities. Evaluation of the campaign was constant and included assessment of message retention and demonstration of positive behaviors. This article discusses the procedures of this project, the five-step social norms marketing model, with emphasis on the student-centered evaluation and results.

Work-Related Skills Awareness in High-School Students with Diabilities

2002 ◽  
Vol 33 (2) ◽  
pp. 17-23 ◽  
Author(s):  
Michele E. Capella ◽  
Richard T. Roessler ◽  
Karl M. Hemmerla
Keyword(s):  
High School ◽  
High School Students ◽  
Students With Disabilities ◽  
Employment Outcomes ◽  
Self Report ◽  
Future Research ◽  
School Students ◽  
Persons With Disabilities ◽  
Work Related ◽  
Expert Ratings

This study investigated the work-related skills awareness levels of high school students with disabilities by comparing expert ratings and student self-report ratings. This issue is considered important because (a) evidence indicates that lack of awareness is associated with poor employment outcomes and (b) young persons with disabilities are known to experience employment difficulties. Substantial deficits in awareness were found, with the majority of students overestimating their abilities, as hypothesized. In addition, students perceived by adult raters as having greater employability assets tended to be more accurate in their work-related skills awareness. Suggestions for interventions and future research needed in this area are included.

Age Differences in Locus of Control and Self-Monitoring in China

1997 ◽  
Vol 81 (3_suppl) ◽  
pp. 1089-1090 ◽  
Author(s):  
Feng Li
Keyword(s):  
College Students ◽  
High School ◽  
High School Students ◽  
Locus Of Control ◽  
Junior High School ◽  
Individual Development ◽  
Control Beliefs ◽  
External Control ◽  
School Students ◽  
Self Monitoring

Locus of control and self-monitoring were measured in three age groups in Changchun, northeastern China: 164 junior high school students (12–15 yr.), 121 college students (16–26 yr.), and 46 adults (29–57 yr.). Analysis indicated that adults and college students scored higher on locus of control ( Ms = 10.0 and 9.2, scores indicating the number of external control beliefs affirmed) than high school students ( M = 6.1) and that adults scored lower on self-monitoring ( M = 8.7) than college and high school students ( Ms = 11.6 and 10.6). Such differences seem attributable to the interaction between individual development and some societal factors that are believed to foster external control beliefs and propensity to self-monitoring.

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