Academic Performance of Students with Disabilities in Higher Education: Insights from a Study of One Catholic College

Wasielewski, Laura M.

doi:10.15365/joce.2001062016

Cited by 13 publications

(8 citation statements)

References 15 publications

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“…A study found that students without disabilities had significantly performed higher than SWDs based on grade point averages. The data analysis of the sampled institute also showed disparities in percentage marks scored by SWDs in their final semester (Wasielewski & Anselm, 2016). The research findings of the present study found that out of 62 respondents, 29 (46.8%) scored less marks than 60%, followed by 19 (30.7%) scoring 60%–75% marks.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…There was a mixed response and disagreement among research findings about whether SWDs perform academically at par with students without disabilities. Wasielewski and Anselm (2016) employed a two-way analysis of variance and the t-test for independent means to measure the academic performance of students without disabilities to SWDs through the comparison at the end of semester and cumulative grade point averages. A study found that students without disabilities had significantly performed higher than SWDs based on grade point averages.…”

Section: Findings and Discussionmentioning

confidence: 99%

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Access of Students with Disabilities (SWDs) to Higher Education in India with Special Reference to Panjab University, Chandigarh, India

Arora¹

2023

Indian Journal of Public Administration

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This paper aims to examine the access to higher education for students with disabilities (SWDs) and identify the factors affecting their access and academic performance with special reference to Panjab University (PU). The statistical analysis was carried out using measures of central tendency (mean and median) and measures of dispersion (standard deviation), Kruskal–Wallis test (for more than two groups). Nonparametric Spearman’s rho correlations were used for the relationship. Growth rate was calculated with the log-lin and lin-log regression models. All statistical tests were seen at a two-tailed level of significance (p ≤ 0.01 and p ≤ 0.05). The study highlighted that students in higher education were heterogeneous on many accounts including on the basis of abilities. The enrolment rate of SWDs is increasing at 5.89%. However, access to SWDs is abysmally low (2%) in India against the norms of 5% reservation. The analysis of data revealed that not only were SWDs facing barriers such as physical infrastructure, academic and financial, but they were also prone to the indifferent behaviour of teachers and fellow students in a few instances. With a view to improve the access and academic performance of SWDs, speedy implementation of the Rights of Persons with Disabilities (RPWD) Act, 2016, introducing infrastructure accessibility as a parameter to rank universities in the national ranking survey and providing accessible academic resources are the need of the hour.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Findings and Discussionmentioning

confidence: 99%

Access of Students with Disabilities (SWDs) to Higher Education in India with Special Reference to Panjab University, Chandigarh, India

Arora¹

2023

Indian Journal of Public Administration

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“…For example, Duran (2019) has shown that queer students of Color often counteract heteronormative campus cultures by connecting with individuals sharing similar backgrounds and by building smaller communities of support to counteract a sense of isolation. Students with disabilities, similarly, experience feelings of isolation and environments that are often not inclusive to their physical, cognitive, sensory, behavioral, or emotional needs -and thus turn to peer support groups (Mejias et al, 2014;Wasielewski, 2016). International students must navigate making adjustments very quickly and simultaneously (i.e., dealing with homesickness, new cultural practices, policies both in a new country and institution, xenophobia, and discrimination) and are faced with dominant populations that are not supportive or understanding of their perspectives and the multiple challenges they face upon entering the United States (Mwangi, 2016;Rivas et al, 2019).…”

Section: Minoritized Identities and Sense Of Belonging In Higher Educ...mentioning

confidence: 99%

“I Felt Like . . . They Left Me to Fend for Myself”: A Mixed-Method Examination of Sense of Belonging Among Minoritized Groups in Sport Academic Programs

Kluch

Taylor

Wright-Mair

et al. 2023

Sport Management Education Journal

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Drawing from Strayhorn’s model of educational sense of belonging and Vaccaro and Newman’s model of belonging for privileged and minoritized students, this study utilized a mixed-method approach to examine to what extent students from minoritized groups feel like they belong in the sport management classroom. Significant differences in sense of belonging were found based on visible identities such as gender or race. In addition, our qualitative data revealed five higher-order themes that positively or negatively impacted students’ sense of belonging across identity groups: (a) representation, (b) community, (c) support, (d) accomplishments, and (e) academic and professional experience. Limitations, implications, and directions for future research are discussed.

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“…Learning disabilities are among other personal issues that influence students’ academic performance. For example, Wasielewski’s (2017) study of students with learning disabilities in a small Catholic College reported that Students without disabilities had considerably greater academic performances (measured by GPAs) than students with disabilities. Adams and Proctor (2010) report that students without disabilities reported great overall adaptation to college, social adjustment, and semester GPA.…”

Section: Factors Influencing Student Academic Underachievementmentioning

confidence: 99%

Causes of Undergraduate Students’ Underachievement in a Gulf Cooperation Council Country (GCC) University

et al. 2022

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UNESCO reports enrollment in higher education in the Arab and Gulf Cooperation Council region doubled from 5.1 million in 2000 to 10.7 million in 2015. Despite significant budgets and the world’s lowest teacher-to-student ratio, higher education in this region is plagued by student underachievement. This study identifies academic underachievement factors among undergraduate students at risk at a national university in the GCC. As part of the Intrusive Intervention Program, students were required to complete an Academic Success Plan that delineated academic, personal, social, career, and other academic underachievement reasons. Based on 5,040 students’ responses that indicated their academic underachievement causes, findings reported that students perceived academic factors as the most recurrent reason for academic underachievement. In contrast, social adjustment causes were found to be the least recurrent. Specific causes are reported under each category and discussion is provided against gender, nationality, major, and classification.

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Academic Performance of Students with Disabilities in Higher Education: Insights from a Study of One Catholic College

Cited by 13 publications

References 15 publications

Access of Students with Disabilities (SWDs) to Higher Education in India with Special Reference to Panjab University, Chandigarh, India

Access of Students with Disabilities (SWDs) to Higher Education in India with Special Reference to Panjab University, Chandigarh, India

“I Felt Like . . . They Left Me to Fend for Myself”: A Mixed-Method Examination of Sense of Belonging Among Minoritized Groups in Sport Academic Programs

Causes of Undergraduate Students’ Underachievement in a Gulf Cooperation Council Country (GCC) University

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