Accommodation Access by Southern California Community College Students with Specific Learning Disabilities

Autor/in	Hoogendoorn, Denise Lynn
Titel	Accommodation Access by Southern California Community College Students with Specific Learning Disabilities
Quelle	In: Psycho-Educational Research Reviews, 10 (2021) 1, S.92-106 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hoogendoorn, Denise Lynn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2634-7172
Schlagwörter	Academic Accommodations (Disabilities); Community Colleges; Two Year College Students; Students with Disabilities; Learning Disabilities; Access to Education; Advocacy; Self Advocacy; Student Experience; Self Determination; Teacher Student Relationship; California + Suchen Sie Ihr Suchwort? Community college; Community College; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Education; Access; Bildung; Zugang; Bildungszugang; Sozialanwaltschaft; Selbstbehauptung; Studienerfahrung; Selbstbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Kalifornien
Abstract	An increasing number of students with disabilities (SWD) are attending college. Yet, many SWD, including students with specific learning disabilities (SLD), do not access accommodations needed for their academic success (Travis, 2014). To identify barriers and supports that affect access to accommodations, the researcher used a qualitative methodology with a descriptive, phenomenological approach to explore experiences of accessing accommodations for a convenience sample of students who self-identified with SLD and were attending Southern California community colleges. Data collected from semistructured interviews were analyzed through the lenses of self-advocacy theory and self-determination theory. The researcher found and identified three practical themes: (1) assigned advocates; (2) meeting with instructors; and (3) positive school experiences that assist students with SLD on postsecondary campuses access their accommodations. The themes support recommendations to those working with postsecondary students with SLD. Those recommendations include: (1) assigning advocates; (2) facilitating meetings with instructors; (3) ensuring all students have positive educational experiences; (4) training and educating all those who encounter SWD on postsecondary campuses; and (5) alleviating stigma and negative perceptions associated with disabilities. (As Provided).
Anmerkungen	London Academic Publishing. 27 Old Gloucester Street WC1N 3AX London, UK. e-mail: contact@lapub.co.uk; Web site: https://www.journals.lapub.co.uk/index.php/perr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11