Social and Behavioral Sciences Commons^™

Above-Average Student Loan Debt For Students With Disabilities Attending Postsecondary Institutions, Kim Bullington, Kaycee L. Bills, David J. Thomas, William L. Nuckols

Engineering Management & Systems Engineering Faculty Publications

Black students with disabilities face more hurdles to academic success and completion than do their non-Black non-disabled peers. With an increased reliance on student loans to finance higher education, this double-at-risk population is even more vulnerable than either Black or disabled students individually. This study examines whether there is an additional debt burden to this intersectional population. The Baccalaureate and Beyond public dataset was used to explore student debt for students who graduated in 2017. This analysis found that Black students with disabilities graduated with significantly higher debt burdens than either non-disabled Black students or students with disabilities from other …

Charter School Funding: Support For Students With Disabilities, Cassidy Syftestad, Patrick J. Wolf, Wendy Tucker, Lauren Morando Rhim

School Choice Demonstration Project

The subject of public charter schools and students with disabilities is both important and sensitive. These students have the potential to benefit greatly from the smaller size and specialized focus of many public charter schools, but questions persist regarding whether all or even most charters are as receptive to enrolling students with disabilities as they are to serving students who do not have disabilities. Furthermore, do differences in enrollment of students with disabilities explain differences in funding between the two sectors? To shine a brighter light on this vital question, we have conducted a careful study of the funding surrounding …

District Promotion Policies For Students With Disabilities: Examining Principal Interpretation And Implementation, Latoya Exum Floyd

Educational Foundations & Leadership Theses & Dissertations

The number of students receiving special education services have steadily increased in the United States over the past decade. Students with disabilities (SWD) historically score lower on high stakes tests, and they require considerations beyond academic achievement for promotion. The growing number of SWD and accountability measures included in district promotion policies has resulted in a wide range of principal interpretation of district promotion policies. A principal’s interpretation of district promotion policies affects the district’s high school graduation and dropout rates. Therefore, unclear promotion policies can lead to inconsistent interpretation; which can lead to greater retentions and dropouts for SWD …

College Students And Their Decisions To Disclose Disabilities, Matthew A. Christian

Walden Dissertations and Doctoral Studies

Legislation in the United States mandates support services to assist students with disabilities in postsecondary settings, and research literature includes legislation and case law dealing with access rights to higher education and studies in areas of transitioning to postsecondary settings, including perceptions of support services and barriers to attainment. Yet, the processes that require students to divulge increasingly personal information related to their disabilities can discourage the students who need services. There is a gap in research and practice concerning the factors leading these students to decide to disclose; therefore, the purpose of this narrative inquiry was to explore the …

Building Collaborative Partnerships To Increase Postsecondary Education Opportunities For Students With Intellectual And Developmental Disabilities, Annemarie L. Horn, Kimberly M. Bean, Selena J. Layden, Judith E. Terpstra, Karen C. Holloway

Communication Disorders & Special Education Faculty Publications

Transitioning from high school to the next phase of life can be especially challenging for youth with intellectual and other developmental disabilities (IDD). Federal mandates are in place to provide individualized transition services to students with disabilities up to age 22; however, there is variability in the location of service delivery. A growing number of school districts have partnered with institutions of higher education (IHE) in an effort to enhance postsecondary education (PSE) opportunities for individuals with IDD who are between the ages of 18-21. While there are some differences in PSE programs, the core foundational component is constant across …

State-Level Fiscal Impact Of The Succeed Scholarship Program 2017-2018, Julie R. Trivitt, Corey A. Deangelis

Arkansas Education Reports

Arkansas created the Succeed Scholarship Program in the spring 2015 legislative session when House Bill 1552 was passed. This program allows students with disabilities to receive state funding for private school tuition up to the foundation funding amount determined by the matrix funding system used in Arkansas.

The Succeed Scholarship Progam: A Voucher For Arkansas' Students In Special Education, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

The 2016-17 school year is the first year that Arkansas’ students with disabilities could use state education dollars as tuition at authorized private schools. In this brief we examine the Succeed Scholarship Program and consider the impacts for Arkansas schools and students.

Students With Physical Disabilities - Reflections On Their Experiences With Work Preparation Programs, Services And Accommodations In A Higher Education Institution, Claudia Castillo

FIU Electronic Theses and Dissertations

For a variety of reasons, college students with disabilities encounter stressors beyond those of students who do not have disabilities. One of the more salient examples is that students with disabilities are required to disclose that they have a disability and to communicate with faculty and staff in order to receive academic accommodations, as afforded to them under sub-part E of Section 504 of the Education and Rehabilitation Act of 1974. Therefore, postsecondary institutions are required to make appropriate accommodations available to students with disabilities, but they are not required to proactively seek them out.

The purpose of this study …

Institute Brief: Making Experiential Education Accessible For Students With Disabilities, Cynthia Zafft, Sara Sezun, Melanie Jordan

The Institute Brief Series, Institute for Community Inclusion

College students with disabilities enter with less work experience and have a harder time finding jobs than their nondisabled peers. Experiential education-- mentoring, internships, job shadowing, and so on-- can create a bridge to graduation and employment. However, that requires college professionals to consider access issues for all students. A new Institute Brief provides basic disability awareness information, suggests ways to create welcoming career offices, and offers ideas to increase access to experiential education.

Research To Practice: Building A Future: Working With The Post-High School Expectations Of Students & Parents, Jennifer Schuster, Steven Graham, Mairead Moloney

Research to Practice Series, Institute for Community Inclusion

This brief examined the circumstances that accompany high expectations for the future for Massachusetts high school students who receive special education services and their parents. Includes recommendations on how to build and fulfill students' goals for adulthood.

Inclusion: Educating Students With And Without Disabilities, Bill Henderson

New England Journal of Public Policy

This article presents an overview of inclusion, a practice that is being utilized increasingly in schools across the country. In inclusive schools, students who have disabilities learn together with their nondisabled peers. Teachers and support staff collaborate to serve all students in integrated classes. After reviewing the social and legal background of inclusion, Henderson describes specific strategies for designing and implementing successful programs. He outlines organizational change, curriculum and instruction modification, and school culture transformation.