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Education Commons

Open Access. Powered by Scholars. Published by Universities.®

2015

Special Education and Teaching

Selected Works

REFEREED PUBLICATIONS

Articles 1 - 4 of 4

Full-Text Articles in Education

Listening To Their Voices: Factors That Inhibit Or Enhance Postsecondary Outcomes For Students' With Disabilities, Dorothy Garrison-Wade Sep 2015

Listening To Their Voices: Factors That Inhibit Or Enhance Postsecondary Outcomes For Students' With Disabilities, Dorothy Garrison-Wade

Dorothy Garrison-Wade

Although an increasing number of students with disabilities are considering postsecondary educational opportunities, many of these students find the challenges daunting as compared to their secondary educational experiences. The purpose of the qualitative case study reported herein was to learn more about students' perceptions of services received in college in order to develop a clearer understand of how to better ensure positive outcomes. Fifty nine students with various disabilities and six disability resource coordinators from five two year community colleges and three four-year universities participated in the study. Three major themes emerged from the data, including: (a) capitalizing on student ...


Students’ Perceptions About Successfully Transitioning To Postsecondary Institutions, Dorothy Garrison-Wade, Jean P. Lehmann Sep 2015

Students’ Perceptions About Successfully Transitioning To Postsecondary Institutions, Dorothy Garrison-Wade, Jean P. Lehmann

Dorothy Garrison-Wade

Through the auspices of federal legislation, students with disabilities are gaining access to higher education. Still for many students with disabilities, the paramount barriers facing them in their transition to postsecondary education are overwhelming. This paper reports the findings of a qualitative study of 59 postsecondary students with disabilities on factors students perceived to inhibit or contribute to their successful transition into college. The study examines support services and access to reasonable accommodations available to students with disabilities. Students reported the major barriers to accessing college and succeeding in college were societal attitudes, lack of preparation, and financial constraints. The ...


A Conceptual Framework For Understanding Students' With Disabilities Transition To Community College, Dorothy Garrison-Wade, Jean Lehmann Sep 2015

A Conceptual Framework For Understanding Students' With Disabilities Transition To Community College, Dorothy Garrison-Wade, Jean Lehmann

Dorothy Garrison-Wade

Students with disabilities are significantly underrepresented in the nation's community college population for multiple reasons. These include low expectations, poor high school preparation and transition planning, lack of communication or support services, and ineffective or poor support from school services personnel and faculty. This paper presents a literature synthesis. Its purpose is to inform an initial framework for building towards a conceptual framework for understanding the transition to community college by students with disabilities. The framework was developed from an earlier mixed methods study involving 100 college students with disabilities and 10 disability resource counselors in eight universities and ...


School Culture For Students With Significant Support Needs: Belonging Is Not Enough, Diane Carroll, Connie Fulmer, Donna Sobel, Dorothy Garrison-Wade, Lorenso Aragon, Lisa Coval Sep 2015

School Culture For Students With Significant Support Needs: Belonging Is Not Enough, Diane Carroll, Connie Fulmer, Donna Sobel, Dorothy Garrison-Wade, Lorenso Aragon, Lisa Coval

Dorothy Garrison-Wade

This qualitative study examined the influence of school culture on services for students with significant support needs. Students with significant support needs are defined as those who typically have cognitive impairments, often paired with sensory and physical challenges, and who require substantial supports to receive benefit from education. Using Schein's (1988) definition of culture, ethnographic methods, including observations, interviews and artifacts, were used to collect data related to artifacts, values, and assumptions. Results of this study indicate a strong sense of family, community and belonging. However, belonging did not include critical components of instruction as described as best practice ...