Education Commons^™

Faculty Perception Of Inclusive Instruction At Three South-Central Community Colleges, Karen R. O'Donohoe

Graduate Theses and Dissertations

Enrollment rates for student with disabilities in higher education continue to rise, particularly in 2-year colleges, but graduation rates have not kept pace due to barriers not addressed by traditional disability supports (Black et al., 2014; NCES, 2019; Smedema et al., 2015). Inclusive instruction is a low-cost, high-impact solution that can be implemented on any campus (Black et al., 2014; Lombardi et al., 2013; Roberts et al., 2011). This quantitative study utilized a cross-sectional descriptive non-experimental research design that explored faculty self-reported attitudes and actions associated with inclusive instruction at three of the largest degree-granting, two-year institutions in a single …

Higher Education Response To Challenges During Covid-19 Pandemic, Luke Byram

Access*: Interdisciplinary Journal of Student Research and Scholarship

This paper explores the response of international higher education to the COVID-19 pandemic through the lenses of broadband connectivity, faculty fatigue over teaching online and student performance during the public health crisis. It also addresses the global supply chain challenges the world experienced and its effect on higher education related to technology. Finally, the paper identifies lessons learned and strategies for future success for higher education in an online environment.

Spaces And Societal Interactions: Foundations Of The Critical Disabled Cultural Lens Of A Child Of Disabled Adults, Amelia-Marie Altstadt

Department of Educational Administration: Dissertations, Theses, and Student Research

CoDisA are present on our campuses, but not present within research. This autoethnographic study focuses on providing the foundation of the critical disabled cultural lens of a Child of Disabled Adults (CoDisA) for future study of CoDisA within higher education research. The findings of spaces and societal interactions are presented through the accessible format of autoethnodrama. This two act show is a fun and immersive way to take you on a college tour trip “up the 5," from San Diego, California to Rohnert Park, California in Sonoma County. Act 1, the findings chapter with thorough scene descriptions, helps frame where …

A Look Into Transition Programs For First Year Students With Disabilities In Higher Education: How To Create A Transition Program To Support Student Success, Gillian R. Lazzarini

Culminating Experience Projects

Students with disabilities face a myriad of challenges to persistence and success in higher education (Weis et al., 2016). This is largely caused by the fact that there are different laws and policies that govern secondary education and higher education, which can result in an adverse impact on transition services for students with disabilities. Therefore, this project analyzes the transition from secondary education to higher education for students with disabilities and looks at transition programs as a tool to support student success. Students with disabilities often have issues building community, navigating support services and accommodations, as well as practicing self-advocacy …

I Am Ready For College. Are You Ready For Me?: Investing In Inclusive Higher Education For Young Adults With Intellectual And Developmental Disabilities In Minnesota, Travis Bowen, Lindsey Morrison, Janessa Jandt, Claire Ziegler

Master of Social Work Student Policy Advocacy Briefs

Minnesota has made a nominal investment in the education of people with intellectual and developmental disabilities (IDD) beyond high school. Young adults with IDD face many barriers to access and enrollment in Minnesota inclusive postsecondary education (PSE). Barriers include a lack of postsecondary education options, a limited capacity in Minnesota's three existing Comprehensive Transition and Postsecondary programs (CTPs), and unclear available funding options. Young adults with IDD deserve the same opportunity to pursue postsecondary education in Minnesota as their peers, particularly in our public higher education institutions. The Minnesota State system must include adults with IDD in their 2020-2023 Equity …

Open Textbook Report, Rhode Island College (March 2021), Dragan Gill

Open Textbook Initiative

No abstract provided.

Free, Flexible And Engaging, Dragan Gill

Open Textbook Initiative

OER does more than saving students money. This workshop will explore and share ideas for engaging students with OER-Enabled Pedagogy, including: finding OER and openly licensed materials, assignments, engaging students in the licensing process and best practices for sharing student work.

Disability And American Education, Kiel Harell

Education Publications

Disability and American Education is a 2 credit, in-person, undergraduate course offered at a public liberal arts university. It is designed to introduce students to issues related to disability in the context of American schools, both P-12 and post-secondary. In addition to introducing students to classroom practice, the course focuses on important theory in Disability Studies and the social and political history that has led to our systems of special education.

Self-Advocacy For Postsecondary Students Who Use Mobility Aids, Erin Moore

University of the Pacific Theses and Dissertations

Students who use mobility aids add to the diversity of postsecondary institutions. They provide a unique and important lens on postsecondary campuses. When students who use mobility aids arrive on campus, they need to ensure they have access to classes, services, and resources on campus. Because of their varied needs and varied access from campus-to-campus, students who use mobility aids must advocate for themselves so their needs are met. This phenomenological study examined the role of self-advocacy for postsecondary students who use mobility aids.

Five postsecondary students who use wheelchairs were interviewed using a semi-structured interview process that asked questions …

Support For Students With Disabilities: How Awareness And Accommodations Differ Across Faculty Members Within The Postsecondary Context, Toby Tomlinson Baker

Theses and Dissertations

This case study sought to determine the most salient needs of higher education faculty who instruct and accommodate students with disabilities (SWDs). Therefore, the faculty were analyzed as a community in a university setting. Currently, the accommodations that faculty provide for SWDs vary from institution to institution. Additionally, certain variables, such as faculty’s years with the university, budget, size, and location of the institution impact the level of support provided and what specific accommodations SWDs receive.The purpose of this qualitative case study was to develop an in-depth understanding of the current level of knowledge that faculty obtain for accommodating SWDs. …

Supporting Instructors To Promote At-Promise Students’ Success: How Faculty Coordinators Facilitate Tslc’S Ecological Validation, Jonathan Toccoli

University of the Pacific Theses and Dissertations

Despite decades of research and billions of dollars spent per annum to promote at-promise student—that is, low-income, first-generation, and/or racially/ethnically minoritized students—college success, at-promise students continue to be retained and graduate at lower rates than their traditionally college-going peers. The purpose of this study is to investigate how faculty coordinators in the Thompson Scholars Learning Community (TSLC) facilitate and integrate instructors into the program’s ecological validation which has been found to promote at-promise student success. This study is framed by the ecological validation model of student success in conjunction with a systems theory perspective of faculty roles to investigate how …