scholarly journals College-University Transfer Experiences of Students With Disabilities: A Survey Study

2020 ◽  
Vol 5 (3) ◽  
pp. 25
Author(s):  
Charles Anyinam ◽  
Celina Da Silva ◽  
Sue Coffey ◽  
Frank Smith ◽  
Christine Arnold ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Transfer Students ◽  
Postsecondary Education ◽  
Qualitative Content Analysis ◽  
Survey Study ◽  
Lack Of Information ◽  
Inadequate Information ◽  
University Transfer ◽  
Survey Responses ◽  
Transfer Experiences

The benefits of postsecondary education (PSE) are well documented and yet historic challenges have contributed to significant underrepresentation of students with disabilities. This paper presents the results of a survey study that explored students with disabilities’ experiences of transfer between PSE institutions in Canada. Data was collected using a survey questionnaire developed by the research team. Rating questions were analyzed using descriptive data. Students also answered open-ended questions that were analyzed using a qualitative content analysis approach. Sixty-nine of the 248 survey responses received indicated involvement in transfer between PSE institutions, mostly college to university. Four out of 5 of the transfer students self-identified as having psychiatric and mental health disabilities (e.g., anxiety, depression). Perceptions and experiences among successful and non-successful transfer students were mixed. Fully one-third of transfer students indicated that they felt that college-university transfer may be a better route for PSE for students with disabilities than going straight to university. Barriers to college-university transfer, among others, included a lack of information about who can assist with the process (62.5%) and inadequate information about disabilities and accommodation (56.3%). The results of this snapshot of PSE students with disabilities’ perceptions of college-university transfer may inform the design of evidence-based PSE transition interventions for this population. Additionally, given the under-representation of Indigenous and other racialized students in PSE, there is merit in further investigation focusing on their transfer experiences. 

Challenges of Urban Educators in Implementing State Standards for Students with Disabilities

2021 ◽  
pp. 001312452110045
Author(s):  
Elizabeth D. Cramer ◽  
Rosalia F. Gallo ◽  
Catherine Salum ◽  
Lorena R. Munoz ◽  
Cynthia Pellegrini Lafont ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Special Educators ◽  
State Standards ◽  
Learning Needs ◽  
Struggling Learners ◽  
Effective Implementation ◽  
Lack Of Information ◽  
Diverse Backgrounds ◽  
Information Research ◽  
Urban Educators

A lack of information, research, and teacher training exists on the effective implementation of Common Core State Standards (CCSS) or other state standards for struggling learners. The pace and standardization of the curriculum are often at odds with the unique learning needs of students from diverse backgrounds. Researchers in one large urban school district conducted a series of focus groups with special educators to identify their perceptions of these standards and the training needs associated with effective implementation of the standards. The results revealed a pressing need for professional development to facilitate effective implementation of the standards for struggling learners in urban settings. Implications for teacher preparation and urban education are discussed.

Legal Issues in Early Childhood Special Education

2021 ◽  
pp. 104420732110231
Author(s):  
Susan Larson Etscheidt ◽  
Stephanie L. Schmitz ◽  
Andi M. Edmister
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Students With Disabilities ◽  
Due Process ◽  
Transition Planning ◽  
Qualitative Content Analysis ◽  
Early Childhood Special Education ◽  
Educational Planning ◽  
Professional Collaboration ◽  
Education Act

Family and professional collaboration is beneficial to students, families, and educators. The importance of such collaboration was recognized for families of students with disabilities, resulting in provisions in the Individuals with Disabilities Education Act (IDEA) which ensure parental participation in educational planning. Despite the benefits of family and professional collaboration and IDEA mandate, many parents disagree with the educational planning decisions provided to their children and request due process hearings. Parents perceive a lack of opportunity to provide input and/or to disagree with schools’ perspectives. Parents of early childhood students report significant concerns about their child’s readiness for the transition to kindergarten and their limited role in transition planning as their children prepared to enter preschool programs. The purpose of this article was to examine the issues identified in parental complaints in early childhood special education (ECSE) through a qualitative content analysis of recent court cases. The results revealed six themes related to current issues in ECSE programs. We conclude with several recommendations for state policy makers to improve services in ECSE based on the DEC Recommended Practices.

scholarly journals Disproportionality Among Postsecondary Students Seeking Evaluation to Document Disabilities

2011 ◽  
Vol 31 (2) ◽  
Author(s):  
Amanda Pellegrino ◽  
Beverly Sermons ◽  
George Shaver
Keyword(s):  
Students With Disabilities ◽  
Postsecondary Education ◽  
Psychological Disorders ◽  
Postsecondary Enrollment ◽  
Hyperactivity Disorder ◽  
Service Programs ◽  
American Students ◽  
Race Ethnicity ◽  
K 12 ◽  
National Trends

<p>The race/ethnicity disproportionality in identification of special education disability classifications in K-12 education and psychological disorders in the general population has been explored for many years. Other disproportionality trends exist in postsecondary enrollment. However, there is little exploration of the convergence of these phenomena and the representation of students with disabilities in postsecondary education disability service programs. Longitudinal data collected at an evaluation center serving thirteen colleges and universities in Georgia indicate that African-American students are significantly underrepresented in seeking documentation to receive accommodations for disabilities such as learning disabilities, Attention Deficit/Hyperactivity Disorder, and psychological disorders. This trend appears to contradict national trends of proportional representation of reporting disabilities among race/ethnicity groups at postsecondary institutions.</p>

The Missouri Child Fatality Study: Underreporting of Maltreatment Fatalities Among Children Younger Than Five Years of Age, 1983 Through 1986

PEDIATRICS ◽  
1993 ◽  
Vol 91 (2) ◽  
pp. 330-337 ◽  
Author(s):  
Bernard Ewigman ◽  
Coleen Kivlahan ◽  
Garland Land
Keyword(s):  
Child Maltreatment ◽  
Population Based ◽  
Death Certificates ◽  
Population Based Study ◽  
Family Services ◽  
Federal Bureau Of Investigation ◽  
Child Fatality ◽  
Lack Of Information ◽  
Inadequate Information ◽  
Crime Reports

Estimates of the incidence of child maltreatment fatalities vary widely; most experts believe they are underreported. To investigate the suspicion that fatal maltreatment was underreported in Missouri preschool children, a statewide, population-based study was conducted using nine data sources. The study cases included the 384 children younger than age 5 who died from 1983 through 1986 and whose death certificates were coded with an external cause (injury) or whose deaths were substantiated as abuse or neglect fatalities by the Missouri Division of Family Services. Each fatality was categorized as one of the following: definite maltreatment, probable maltreatment, possible maltreatment, non-maltreatment, or inadequate information. Of the 121 cases classified as definite maltreatment, only 47.9% had codes consistent with maltreatment on their death certificates. The Division of Family Services had substantiated 79.3% of definite maltreatment cases as abuse or neglect fatalities. The Federal Bureau of Investigation Uniform Crime Reports database reported only 38.8% of these cases as homicides. In 37.2% of the cases, there was at least one criminal conviction. Child maltreatment fatalities are drastically underreported as such in Missouri because of inadequate investigations, lack of information-sharing between investigators and agencies, and reporting systems that fail to capture the contribution of maltreatment as a cause of death. Missouri has created a statewide system of child fatality review panels and a child fatality surveillance system to address the problems documented in this study.

Abstract 181: What’s in the Black Box?: Describing Current Practice, Challenges, and Barriers of Cardiology and Palliative Care Collaboration

2017 ◽  
Vol 10 (suppl_3) ◽  
Author(s):  
Rachel Wells ◽  
Gisella Mancarella ◽  
J. Nicholas Dionne-Odom ◽  
Colleen K McIlvennan ◽  
Sara E Wordingham ◽  
...  
Keyword(s):  
Palliative Care ◽  
Current Practice ◽  
Qualitative Content Analysis ◽  
Survey Study ◽  
Circulatory Support ◽  
Electronic Survey ◽  
Knowledge Deficit ◽  
Integrated Practice ◽  
Specialty Practice ◽  
Cv Disease

Background: Guidelines recommend involvement of palliative care (PC) for patients with cardiovascular (CV) disease and their families. Little is known about the current integration of PC and CV services. Research Objectives: Our national survey aimed to describe current practices and to identify benefits, challenges, and barriers with collaboration. Methods: Qualitative content analysis of open-response questions in an investigator-developed electronic survey study of CV and PC providers (MDs, NPs, PAs, and other allied health) using email listservs, social media, and crowdsourcing. Frequencies were tabulated using SAS statistical software. Results: Of 134 respondents, most were physicians (n=56, 57%) or advanced practice RNs or PAs (n=37, 28%), from 52 U.S. institutions, representing 33 states. The most common care for which PC was integrated were mechanical circulatory support, advanced heart failure, and heart transplantation; the least common care for which PC was integrated were TAVR, ECMO, and pulmonary hypertension. Integrated practice (n=80, 61%), PC identification of goals of care (n=20, 15%) and PC aid in patient/family communication (n=15, 11%) were the most commonly identified as positives in current practice. PC provider workforce (n=22, 16%), underutilization of PC referrals (n=20, 15%), late disease PC referral (n=19, 14%), and fundamental knowledge deficit of specialty scope (n=18, 14%) were most frequently identified as challenges. Other barriers specifically noted were underdeveloped health infrastructure and limited allocated resources (n=23,17%) and mis-/negative perception of services (n=15, 11%). Conclusion: PC and CV collaboration occurs for a high proportion of CV patients and is viewed as overwhelming positive, despite the challenges of limited PC specialists availability, underdeveloped healthcare infrastructure, limited understanding of specialty practice, and late referrals. Priorities includes increasing PC provider availability, expanding knowledge of PC services, educating providers on models of collaboration, and improving institutional support.

scholarly journals Defining Learning Communities in Undergraduate Medical Education: A National Study

2019 ◽  
Vol 6 ◽  
pp. 238212051982791 ◽  
Author(s):  
Robert Shochet ◽  
Amy Fleming ◽  
James Wagner ◽  
Jorie Colbert-Getz ◽  
Monica Bhutiani ◽  
...  
Keyword(s):  
Professional Development ◽  
Content Analysis ◽  
Medical School ◽  
Learning Communities ◽  
Online Survey ◽  
Qualitative Content Analysis ◽  
National Study ◽  
Program Description ◽  
Survey Responses ◽  
Longitudinal Relationships

Background: Learning communities (LCs) are intentionally designed groups that are actively engaged in learning with and from each other. While gaining prominence in US medical schools, LCs show significant variability in their characteristics across institutions, creating uncertainty about how best to measure their effects. Objective: The aim of this study is to describe the characteristics of medical school LCs by primary purpose, structures, and processes and lay the groundwork for future outcome studies and benchmarking for best practices. Methods: Medical school LC directors from programs affiliated with the Learning Communities Institute (LCI) were sent an online survey of program demographics and activities, and asked to upload a program description or summary of the LC’s purpose, goals, and how it functions. Descriptive statistics were computed for survey responses and a qualitative content analysis was performed on program descriptions by 3 authors to identify and categorize emergent themes. Results: Of 28 medical school LCs surveyed, 96% (27) responded, and 25 (89%) provided program descriptions for qualitative content analysis. All programs reported longitudinal relationships between students and faculty. Most frequently cited objectives were advising or mentoring (100%), professional development (96%), courses (96%), social activities (85%), and wellness (82%). Primary purpose themes were supporting students’ professional development, fostering a sense of community, and creating a sense of wholeness. Structures included a community framework, subdivisions into smaller units, and governance by faculty and students. Process themes included longitudinal relationships, integrating faculty roles, and connecting students across class years. Conclusions: Medical school LCs represent a collection of high-impact educational practices characterized by community and small-group structures, relational continuity, and collaborative learning as a means to guide and holistically support students in their learning and development as physicians. In describing 27 medical school LCs, this study proposes a unifying framework to facilitate future educational outcomes studies across institutions.

A Mixed Methods Study of K–12 Influences on College Participation for Students With Disabilities

2020 ◽  
Vol 43 (2) ◽  
pp. 101-114
Author(s):  
Elisabeth L. Kutscher ◽  
Elizabeth D. Tuckwiller
Keyword(s):  
Mixed Methods ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Mixed Methods Research ◽  
Multiple Correspondence Analysis ◽  
College Participation ◽  
Quantitative Results ◽  
Education Participation ◽  
Transformative Mixed Methods ◽  
K 12

This study investigated K–12 experiences individuals with disabilities perceived as influencing their transition to and participation in postsecondary education. Using a convergent transformative mixed methods research design, the study integrated findings from interviews and surveys ( n = 13) using multiple correspondence analysis. Qualitative analyses yielded eight K–12 facilitators of postsecondary education participation. Quantitative results showed participants reported access to at least one previously identified high school predictor, high levels of self-determination, and neutral identification with a disability community. Finally, integrated findings revealed that endorsement of facilitators was associated with experiencing a challenging transition to postsecondary education. Research and practice implications are discussed.

Sign in / Sign up

Export Citation Format

Share Document