Accessibility, Self-Advocacy, and Self-Efficacy of Students With Disabilities in the 21st Century University

2022 ◽  
pp. 1859-1874
Author(s):  
Lynne Orr ◽  
Pamela Brillante ◽  
Linda Weekley
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Self Advocacy ◽  
Child Study Team ◽  
Child Study ◽  
Study Team ◽  
College Students With Disabilities ◽  
K 12 ◽  
To Receive

Few studies have addressed the challenging transition that occurs when students with disabilities graduate from the K-12 system and enter the world of higher education. Once in college, students with disabilities no longer have, among other federally-mandated supports, a child-study team to represent them, and thus must develop strong self-advocacy and self-efficacy skills in order to receive the accommodations and modifications they need to succeed academically. This chapter discusses the issues facing students with disabilities during this transition, details the services and support offered by colleges to guide students with disabilities, and shares recommended best practices for instructional strategies higher education can employ to ensure that these students flourish in the classroom and as self-assured, independent adults in society.

Accessibility, Self-Advocacy, and Self-Efficacy of Students With Disabilities in the 21st Century University

2020 ◽  
pp. 218-233
Author(s):  
Lynne Orr ◽  
Pamela Brillante ◽  
Linda Weekley
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Self Advocacy ◽  
Child Study Team ◽  
Child Study ◽  
Study Team ◽  
College Students With Disabilities ◽  
K 12 ◽  
To Receive

Few studies have addressed the challenging transition that occurs when students with disabilities graduate from the K-12 system and enter the world of higher education. Once in college, students with disabilities no longer have, among other federally-mandated supports, a child-study team to represent them, and thus must develop strong self-advocacy and self-efficacy skills in order to receive the accommodations and modifications they need to succeed academically. This chapter discusses the issues facing students with disabilities during this transition, details the services and support offered by colleges to guide students with disabilities, and shares recommended best practices for instructional strategies higher education can employ to ensure that these students flourish in the classroom and as self-assured, independent adults in society.

College students with disabilities redefine activism: Self-advocacy, storytelling, and collective action.

2016 ◽  
Vol 9 (3) ◽  
pp. 245-260 ◽  
Author(s):  
Ezekiel W. Kimball ◽  
Adam Moore ◽  
Annemarie Vaccaro ◽  
Peter F. Troiano ◽  
Barbara M. Newman
Keyword(s):  
College Students ◽  
Collective Action ◽  
Students With Disabilities ◽  
Self Advocacy ◽  
College Students With Disabilities

Special Education Placement: An Interdisciplinary Case Study

2019 ◽  
Vol 22 (2) ◽  
pp. 14-25 ◽  
Author(s):  
Keri Giordano ◽  
Steven LoCascio ◽  
Rafael Inoa
Keyword(s):  
Special Education ◽  
School Psychologist ◽  
Educational Leaders ◽  
Role Playing ◽  
Child Study Team ◽  
Special Education Placement ◽  
Child Study ◽  
Special Education Needs ◽  
Study Team

This case is designed to help school leaders develop skills needed to work with interdisciplinary groups while demonstrating the complex issues faced while considering the special education needs of students. The case further examines a child study team meeting from the lens of different participants, including the principal, teacher, school psychologist, parents, and consulting psychologist. Although initially designed as an interdisciplinary lesson, with students from various programs taking on the roles, the case can also be used exclusively with educational leaders, with leaders role-playing the parts. Roles can also be adjusted and/or eliminated as needed to accommodate other disciplines.

Ensuring Student Wellbeing and Learning via Effective Classroom Assessments

2020 ◽  
pp. 102-125
Author(s):  
Nancy P. Gallavan
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Research Methods ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Classroom Assessment ◽  
Well Being ◽  
Qualitative Research Methods ◽  
Classroom Assessments ◽  
K 12

Teacher candidates reflect upon their most favorite and their least favorite classroom assessment experiences in K-12 and higher education. Through qualitative research methods, their vivid images, compelling influences, and enduring implications are analyzed to reveal clear indicators of teacher presence, practice, and professionalism. Evident in the immediate importance for advancing their understanding and application of their awareness, communication, and self-efficacy, teachers benefit greatly by connecting effective classroom assessments to ensure student well-being and learning for every student.

A Systems Approach for the Child Study Team

1985 ◽  
Vol 7 (2) ◽  
pp. 114-123
Author(s):  
Susan Huslage ◽  
Jill Stein
Keyword(s):  
Systems Approach ◽  
Child Study Team ◽  
Child Study ◽  
Study Team

scholarly journals “There Is Never a Break”: The Hidden Curriculum of Professionalization for Engineering Faculty

2018 ◽  
Vol 8 (4) ◽  
pp. 157 ◽  
Author(s):  
Idalis Villanueva ◽  
Taya Carothers ◽  
Marialuisa Di Stefano ◽  
Md. Khan
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Hidden Curriculum ◽  
The United States ◽  
Institutions Of Higher Education ◽  
Institutional Type ◽  
Chi Square ◽  
Self Advocacy ◽  
Engineering Faculty ◽  
Positive Correlations

The purpose of this exploratory special issue study was to understand the hidden curriculum (HC), or the unwritten, unofficial, or unintended lessons, around the professionalization of engineering faculty across institutions of higher education. Additionally, how engineering faculty connected the role of HC awareness, emotions, self-efficacy, and self-advocacy concepts was studied. A mixed-method survey was disseminated to 55 engineering faculties across 54 institutions of higher education in the United States. Quantitative questions, which centered around the influences that gender, race, faculty rank, and institutional type played in participants’ responses was analyzed using a combination of decision tree analysis with chi-square and correlational analysis. Qualitative questions were analyzed by a combination of tone-, open-, and focused-coding. The findings pointed to the primary roles that gender and institutional type (e.g., Tier 1) played in issues of fulfilling the professional expectations of the field. Furthermore, it was found that HC awareness and emotions and HC awareness and self-efficacy had moderate positive correlations, whereas, compared to self-advocacy, it had weak, negative correlations. Together, the findings point to the complex understandings and intersectional lived realities of many engineering faculty and hopes that through its findings can create awareness of the challenges and obstacles present in these professional environments.

Child Study Team Decision Making in Special Education

1989 ◽  
Vol 10 (4) ◽  
pp. 50-58 ◽  
Author(s):  
Kevin J. Moore ◽  
M. Bryce Fifield ◽  
Deborah A. Spira ◽  
Mary Scarlato
Keyword(s):  
Decision Making ◽  
Special Education ◽  
Child Study Team ◽  
Team Decision Making ◽  
Child Study ◽  
Study Team ◽  
Team Decision

scholarly journals College Students with Disabilities Explain Challenges Encountered in Professional Preparation Programs

2018 ◽  
Vol 28 (1) ◽  
Author(s):  
Maureen E Squires ◽  
Brad Countermine
Keyword(s):  
Higher Education ◽  
United States ◽  
Students With Disabilities ◽  
Relevant Literature ◽  
The United States ◽  
Professional Preparation ◽  
Literature Discussion ◽  
Preparation Programs ◽  
College Students With Disabilities ◽  
Comprehensive College

Throughout the United States, students with disabilities (SWD) are entering higher education in greater numbers than in the past; they also encounter barriers that negatively impact their college experience. This qualitative study explores the challenges of SWD at a public comprehensive college in the northeastern United States. Our research questions include the following: What are the internal and external challenges of college SWD in professional preparation programs? What might this mean for practice in higher education? In total, 541 participants completed an open-ended survey. Of this group, 45 participants disclosed having a disability, and 12 participated in follow-up interviews. Primary themes that emerged from this study include under- developed self-determination skills, lack of understanding (by SWD and faculty), the stigma associated with disabilities, and ineffective accommodations and support services. What follows is a review of relevant literature, discussion of findings, and presentation of implications for college SWD and professionals in higher education.

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