Students with Disabilities at Dawson College: Success and Outcomes. Final Report Presented to PAREA, Spring 2003.

Autor/inn/en	Jorgensen, Shirley; Fichten, Catherine; Havel, Alice; Lamb, Daniel; James, Crystal; Barile, Maria
Institution	Dawson Coll., Montreal (Quebec).
Titel	Students with Disabilities at Dawson College: Success and Outcomes. Final Report Presented to PAREA, Spring 2003.
Quelle	(2003), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-55016-064-8
Schlagwörter	Academic Achievement; Academic Persistence; College Outcomes Assessment; College Students; Disabilities; Grades (Scholastic); Graduation; Higher Education; Sex Differences; Student Characteristics + Suchen Sie Ihr Suchwort? Schulleistung; Collegestudent; Handicap; Behinderung; Notenspiegel; Abschluss; Graduierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sex difference; Geschlechtsunterschied
Abstract	In an archival study, the academic outcomes of 653 students with disabilities and 41,357 students without disabilities attending Dawson College (Quebec) were compared over a 12-year period (1990-2002). Students with disabilities were more likely to have been enrolled in a pre-university program, less likely to enroll in a continuing education program, were on average a year younger than the general college population, and entered Dawson with lower high school averages. Results indicate that students with both physical and learning disabilities had graduation rates that were virtually identical to those of non-disabled students, although students with disabilities took approximately one semester longer to graduate. When average grades and course pass rates were examined, students with disabilities generally did at least as well as, and in some cases significantly better than, their non-disabled peers. The overall trend for grades and course pass rates was for students with learning disabilities/attention deficit disorder to have similar or slightly poorer outcomes than the non-disabled sample, and for students with all other disabilities to have slightly superior outcomes. Males, both disabled and non-disabled, had poorer results than females with respect to all indicators. Four appendices provide methodology details. (Contains 115 references and 24 tables.) (DB)
Anmerkungen	For full text: http://www.adaptech.dawsoncollege.qc.ca/pubs/PAREA_2k3.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC