A Retention Intervention for First-Year Students with Disabilities in an Art and Design Institution: A Program Evaluation

Autor/in	Cunnien, Taffey
Titel	A Retention Intervention for First-Year Students with Disabilities in an Art and Design Institution: A Program Evaluation
Quelle	(2016), (119 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of West Georgia
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-5988-7
Schlagwörter	Hochschulschrift; Dissertation; Disabilities; Art Education; Transitional Programs; Student Adjustment; College Freshmen; Program Effectiveness; Attention Deficit Hyperactivity Disorder; Mental Disorders; Autism; Pervasive Developmental Disorders; Learning Disabilities; Chronic Illness; Mixed Methods Research; Summer Programs; Interviews; Student Attitudes; Social Integration; Emotional Response + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Handicap; Behinderung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Studienanfänger; Mental illness; Geisteskrankheit; Autismus; Learning handicap; Lernbehinderung; Chronic disease; Chronische Krankheit; Sommerkurs; Interviewing; Interviewtechnik; Schülerverhalten; Soziale Integration; Emotionales Verhalten
Abstract	Institutions of higher education are experiencing historic enrollment of students with disabilities. The focus of this evaluation report was Jumpstart, a transition program for students with disabilities entering their first year of college. The Jumpstart program prepares talented students with disabilities to navigate the college environment at a mid-sized art and design institution in the southeastern United States. The purpose of the evaluation was to determine whether the program fulfilled its goals and objectives. Participants are first-year students with a diagnosed disability that affects learning. The Jumpstart program targets first-year students with the following disabilities (1) attention deficit/hyperactivity disorder (ADHD), (2) psychiatric disorders, (3) autism spectrum disorder, (4) learning disorders, and (5) chronic medical disabilities that affect learning. The evaluation utilized a mixed methods design incorporating pre-existing participant data as well as individual interviews. The sample size was 134 students who participated in the Jumpstart summer program from 2012 to 2014. Quantitative data provided by the university reflected participant demographic and academic information. The researcher collected qualitative data through nine individual interviews to gain an understanding of student perceptions of the program. Results of the evaluation indicated that although the primary goal set by the program was not met, the program was nevertheless successful at improving the transition to the university for participants. The first-to-second year retention rates of all three cohorts examined were above the national average. Six themes emerged from the individual interviews: (1) introduction to campus resources, (2) social integration, (3) university preparation, (4) understanding disability, (5) emotional impact, and (6) programmatic issues. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01