Literaturnachweis - Detailanzeige
| Autor/inn/en | Newman, Lynn A.; Madaus, Joseph W. |
|---|---|
| Titel | Reported Accommodations and Supports Provided to Secondary and Postsecondary Students with Disabilities: National Perspective |
| Quelle | (2015), (31 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| DOI | 10.1177/2165143413518235 |
| Schlagwörter | Secondary School Students; College Students; Academic Accommodations (Disabilities); Related Services (Special Education); Longitudinal Studies; Self Disclosure (Individuals); Incidence; Legal Responsibility; College Bound Students; Demography; Special Needs Students; Student Surveys; Student Attitudes; Transitional Programs; National Longitudinal Transition Study of Special Education Students |
| Abstract | There is a dearth of information on specific accommodations used by students with disabilities at the secondary and postsecondary levels. Using data from the National Longitudinal Transition Study-2, researchers examined a nationally-representative cohort of 3,190 students with disabilities who reported that they had ever enrolled in a postsecondary program since leaving high school. Analysis of differences in rates of self-disclosure indicated that only 35% of youth with disabilities informed their college of their disability. Whereas 98% received disability-based accommodations at the secondary level, only 24% did so at the postsecondary level. Likewise, 59% received at least one modification at the secondary level, but only 4% did in college. Implications for practice and future research are discussed. These data have important implications for those assisting students with disabilities in the transition to postsecondary education. High school transition-planning teams, including students and students, need to be aware that students will be required to self-disclose their disability to the proper postsecondary contact to receive accommodations and services. In addition, secondary planning teams and parents must understand that although accommodations and modifications are available, their use is far more limited at the college level. Thus, the use of accommodations and modifications at the secondary level should be carefully examined and the student should be involved in discussions related to why each is needed, how it is used, and what benefits it provides. At the postsecondary level, it is essential that schools be aware of the almost two thirds of students with disabilities on their campuses who have chosen not to disclose their disability. It highlights the importance of colleges considering universal design principals in developing curriculum. (Contains 1 table.) [This paper was published in "Career Development and Transition for Exceptional Individuals," v38 n3 p173-181 2015 (EJ1079059).] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/4/11 |
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