scholarly journals COVID-19 Related Experiences Among College Students With and Without Disabilities: Psychosocial Impacts, Supports, and Virtual Learning Environments

2021 ◽  
Vol 9 ◽  
Author(s):  
Darcy Jones McMaughan ◽  
Kelley E. Rhoads ◽  
Crys Davis ◽  
Xuewei Chen ◽  
Ho Han ◽  
...  
Keyword(s):  
College Students ◽  
Students With Disabilities ◽  
Common Good ◽  
Virtual Learning ◽  
Cross Sectional ◽  
Disabled Students ◽  
Psychosocial Impacts ◽  
Virtual Classes ◽  
Sectional Analysis ◽  
Medical Bills

This cross-sectional analysis estimated differences, based on disability status, in college students' (n = 777) experiences during the COVID-19 pandemic. Data were modeled using t-tests and logistic regression. Most participants were white (86.2%), and women (66.4%). The mode age was 23. A third (35.6%) had at least one disability. Students reported high rates of psychosocial distress, like fear of contracting (59.7%) and spreading (74.3%) COVID-19, worry about friends and family (83.7%), and increased anxiety (72.5%), depression (59.9%), and substance use (24.7%). Forty-two percent (42.2%) were scared they would miss out on their education through virtual classes. About a third feared forgetting assignments (34.1%) and making mistakes (33.9%). Fewer students expressed apprehension about (27.9%) and intimidation by (26.3%) virtual learning. Only 17.2% would continue taking virtual classes after the pandemic. Students with disabilities (M = 12.4, SD = 4.1) experienced more psychosocial stressors compared to students without disabilities (M = 9.9, SD = 4.2), [t(775) = 7.86, p < 0.001]. In adjusted models, disabled students were more than twice as likely to experience worry about medical bills (OR = 2.29), loneliness (OR = 2.09), and increased anxiety (OR = 2.31). They were also more than three times as likely to report increased depression (OR = 3.51) and changes in sexual activity (OR = 3.12). However, students with disabilities (M = 1.5, SD = 1.1) also reported receiving more support compared to their non-disabled classmates (M = 1.1, SD = 1.1), [t(775) = 6.06, p < 0.001]. Disabled students were more likely to feel a sense of contributing to society by following precautions (OR = 1.80) and receive support from family and others (emotional support: OR = 2.01, financial support: OR = 2.04). Interestingly, no significant differences were found in students' feelings associated with online or virtual learning [t(526.08) = 0.42, p = 0.68]. Students with disabilities, though, trended toward reporting negative experiences with virtual learning. In conclusion, students with disabilities were disproportionately affected by COVID-19 stressors, but also expressed more support and a sense of contributing to the common good.

scholarly journals Characteristics of Students in Traditional Versus Alternative High Schools: A Cross-Sectional Analysis of Enrollment in One Urban District

2016 ◽  
Vol 49 (7) ◽  
pp. 676-700 ◽  
Author(s):  
Aaron B. Perzigian ◽  
Kemal Afacan ◽  
Whitney Justin ◽  
Kimber L. Wilkerson
Keyword(s):  
School Districts ◽  
School Choice ◽  
Students With Disabilities ◽  
Alternative Schools ◽  
Urban School ◽  
Urban School Districts ◽  
Urban District ◽  
Cross Sectional ◽  
Cross Sectional Analysis ◽  
Sectional Analysis

Urban school districts are comprised of many diverse high school environments including comprehensive neighborhood schools as well as a variety of smaller alternative models that focus on innovative practices, behavior remediation, or academic recovery. In terms of enrollment distribution, urban school districts are increasingly offering nontraditional school placement options for students presenting academic and behavioral difficulty or for students seeking specific curricular emphasis or pedagogy, including—but not limited to—use of school choice voucher programs. In this study, we examined student distribution across school types in one large urban district to investigate enrollment patterns with regard to gender, race, socioeconomic status, and disability status. The results of this cross-sectional analysis indicated significant disproportionality in student demographics within different school types, including overrepresentation of African American students, male students, and students with disabilities in restrictive and segregated alternative schools; overrepresentation of White students and female students in self-selected and innovative alternative schools; and underrepresentation of Hispanic and Asian students in remedial alternative schools. Implications of this disproportionality for policy and practice are discussed.

scholarly journals ATTITUDES OF NON-DISABLED STUDENTS TOWARDS THEIR PEERS WITH DISABILITIES IN AN INCLUSIVE SETTING IN GHANA

2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Francis Kwame Anku ◽  
Daniel S. Q. Dogbe ◽  
Anthony Kofi Mensah
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Close Friend ◽  
Descriptive Statistics ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Disabled Students ◽  
Effective Interventions ◽  
Significant Difference ◽  
Inclusive Settings

<p>This study measured the attitudes of non-disabled students towards their peers with disabilities. A cross-sectional survey was employed for the study. The Chedoke-McMaster Attitudes Towards Children with “Handicaps” (CATCH) scale was used to collect data from n=119 respondents. Descriptive statistics analysis was employed in analysing the data. Results indicated that students without disabilities generally held neutral attitudes towards their peers with disabilities (M=2.12; SD=0.687) with no significant difference in gender, age, having a close friend or relative with a disability. Teachers in inclusive education schools were encouraged to measure the attitudes of students towards their peers with disabilities and other related variables. This would enable them to plan, design, develop, implement and evaluate effective interventions that would change non-disabled students’ negative and/or neutral attitudes, thereby ensuring the full social participation of students with disabilities in inclusive settings. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0852/a.php" alt="Hit counter" /></p>

scholarly journals Metabolic Syndrome Prevalence in College Students With and Without a Disability

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 142-142
Author(s):  
Isabel Judware ◽  
Jesse Stabile Morrell
Keyword(s):  
College Students ◽  
Metabolic Syndrome ◽  
Logistic Regression ◽  
Students With Disabilities ◽  
Smoking Status ◽  
Density Lipoprotein ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Disability Status ◽  
Students With A Disability

Abstract Objectives To characterize the prevalence of metabolic syndrome (MetS) and its criteria in students with and without a disability. Methods Cross-sectional data were collected between 2008–20 from the College Health and Nutrition Assessment Survey (CHANAS), a comprehensive, ongoing study at a northeastern public university. The five individual criteria of MetS were evaluated after an overnight fast: triglycerides (TG), high-density lipoprotein cholesterol (HDL), glucose (FPG) via fingerstick; waist circumference (WC) at the iliac crest; and blood pressure (BP) via automated cuff. Disability status was self-reported via an online questionnaire by an affirmative response to one of two items related to limited participation or use of specialized equipment. Chi-square analyses were used to identify differences in the prevalence of MetS and its criteria among students with and without a disability. Logistic regression was used to predict odds of MetS; age, BMI, physical activity, alcohol consumption, gender, smoking status, race, and disability status served as covariates. Results The sample (n = 6144) was 69% female, 94% white, and 18.9 ± 1.15 years old; 11.8% of students reported having a disability. Over half (55.3%) of students met at least one criterion of MetS, 18% had two or more, and 4.2% had ≥3 criteria of MetS. MetS was higher among students with a disability compared to those without (6.2% vs. 3.8%, P = 0.003). WC, HDL, and FPG metabolic syndrome criteria presented modestly higher in the disabled population compared to their non-disabled counterparts: WC (14.4% vs. 11.6%, P = 0.023), HDL (28.9% vs. 25%, P = 0.017), and FPG (6.3% vs. 4.6%, P = 0.042). Logistic regression indicates similar odds of MetS for students with a disability after inclusion of covariates (OR: 1.05 CI: 0.7–1.7, P = 0.83), compared to students without a disability. Conclusions College students with disabilities may have a greater risk for metabolic syndrome compared to students without a disability due to other confounding lifestyle factors. Results may inform organizations on campus to better direct targeted health promotion campaigns and inspire further research on the health status of students with a disability. Funding Sources The New Hampshire Agriculture Experiment Station and the USDA National Institute of Food and Agriculture Hatch Project.

If You Build Them, Commuters Will Use Them: Association Between Bicycle Facilities and Bicycle Commuting

1997 ◽  
Vol 1578 (1) ◽  
pp. 79-83 ◽  
Author(s):  
Arthur C. Nelson ◽  
David Allen
Keyword(s):  
College Students ◽  
Case Studies ◽  
Positive Association ◽  
Conventional Wisdom ◽  
Wishful Thinking ◽  
Systematic Research ◽  
Cross Sectional ◽  
Bicycle Commuting ◽  
Cross Sectional Studies ◽  
Sectional Analysis

Conventional wisdom suggests that if bicycle pathways are provided, people will use them. This assertion is based on a combination of anecdotes, a few case studies, and mostly wishful thinking. Until now, there have been no cross-sectional studies of the association between bicycle pathway supply and commuting by bicycle that control for a variety of factors. Cross-sectional analysis, controlling for a variety of extraneous factors, can help to attribute differences in bicycle commuting to the overall supply of pathways. Cross-sectional data are applied here to 18 U. S. cities to help fill this gap in research. After considering such factors as weather, terrain, and number of college students, a positive association was found between miles of bicycle pathways per 100,000 residents and the percentage of commuters using bicycles. It is speculated that one problem with shifting the mode of commuting away from automobiles may simply be an inadequate supply of bicycle facilities. Although this work is the first of its kind, more systematic research is needed to confirm its findings.

scholarly journals Baccalaureates or Burdens? Complicating "Reasonable Accommodations" for American College Students with Disabilities

2019 ◽  
Vol 39 (3) ◽  
Author(s):  
Emily Krebs
Keyword(s):  
Higher Education ◽  
College Students ◽  
Students With Disabilities ◽  
College Campuses ◽  
Disabled Students ◽  
Higher Education System ◽  
College Degrees ◽  
American Higher Education ◽  
Reasonable Accommodations ◽  
College Students With Disabilities

This paper examines the controversy surrounding American college students' use of disability accommodations, a process many find unfair or undue, in two ways: (1) by critically unpacking the processes for obtaining accommodations to highlight intersectional issues of who has—or is barred from—access to such services; and (2) by using a rhetorical lens to analyze how the term "accommodation" influences perceptions of disabled students. By combining these processual and rhetorical approaches, this work uncovers significant issues regarding how university students with disabilities are treated on college campuses. Such research is important because disabled individuals are less than half as likely as their nondisabled peers to earn college degrees. Thus, despite ADA laws and pushes for inclusivity and diversity on college campuses, the American higher education system continues to fail a significant part of the nation's population.

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