Addressing the Persistence and Retention of Students with Disabilities in Higher Education: Incorporating Key Strategies and Supports on Campus

Getzel, Elizabeth Evans

doi:10.1080/09362830802412216

Cited by 109 publications

(135 citation statements)

References 16 publications

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“…Intrinsic to this understanding is an acceptance of the disability and an ability to describe, in clear terms, the disability and the individual's specific needs (Getzel, 2008). The student must also develop the interpersonal skills to self-advocate through an awareness of their rights and have the determination and belief in themself to overcome the obstacles that may arise along the way.…”

Section: Recommendationsmentioning

confidence: 99%

“…The number of LD students who are successful in post-secondary education is low, and the gap continues to widen between disabled and non-disabled students, particularly at the graduate level (Getzel, 2008).…”

Section: Abstract Learning Disabilities Post-secondary Institutionsmentioning

confidence: 99%

“…The student must also develop the interpersonal skills to self-advocate through an awareness of their rights and have the determination and belief in themself to overcome the obstacles that may arise along the way. It is also important for students to develop decision-making abilities and act independently so these academic goals can be revised if and when it is necessary (Getzel, 2008).…”

Section: Recommendationsmentioning

confidence: 99%

“…Such ruling relations continue to delineate the powerful from the powerless by segregating students with LDs from mainstream education and allowing them partial rather than full accommodations in post-secondary institutions (Harry & Klinger, 2006). Competition in post-secondary institutions makes it difficult for many students with LDs to keep up with the pace of nondisabled students (Getzel, 2008). As a result, very few Canadian students with LDs pursue a post-graduate education or even post-secondary education (HRSDC, 2010).…”

mentioning

confidence: 99%

“…At every level, however, LD students are made to feel as though they do not belong in advanced degree programs based on their need for specific supports and services (Getzel, 2008). Although academic and workplace accommodations are a legal duty (OHRC, 2012), they can serve to label and exclude.…”

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confidence: 99%

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Navigating Post-Secondary Institutions in Ontario with a Learning Disability: The Pursuit of Accommodations

McKenzie

2015

CJDS

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Students with learning disabilities (LDs) face numerous challenges as they navigate their way through post-secondary institutions in Ontario. Through an institutional ethnographic analysis, this paper contextualizes my lived experience of having an LD within the ruling relations in postsecondary institutions in the current neoliberal environment. Institutional ethnography is both a theory and a method of interpreting everyday social interactions through analysis of the texts (broadly defined) in modern society, such as policy documents, newspapers, and electronic media. As such, this method lends itself to understanding the medicalization of LDs because it demonstrates that expert knowledge is ideological. Using a social model of disability, I compared both the documentation on attaining accommodations and my lived experience at three universities that I attended and am attending. In evaluating how students negotiate the pathways within the power relations and social organization of these institutions, I am able to offer precise and constructive recommendations that would improve the experience and academic outcomes for students with LDs. Keywords learning disabilities, post-secondary institutions, ruling relations, accommodationsMcKenzie, "The pursuit of accommodations" CJDS 4.1 (January 2015) 36 Navigating post-secondary institutions in Ontario with a learning disability:The pursuit of accommodations that vary from moderate to severe. Of these students, nearly 48% are women and 37% are men.Among those students attending university, only 3% go on to post-graduate studies (HRSDC, 2010). The number of LD students who are successful in post-secondary education is low, and the gap continues to widen between disabled and non-disabled students, particularly at the graduate level (Getzel, 2008).Through an institutional ethnographic analysis, this paper contextualizes my lived experience of having an LD within the ruling relations in post-secondary institutions in the current neoliberal environment. Dorothy Smith (1974a) defines "ruling relations" as the "total complex of activities differentiated into many spheres, by which our kind of society is ruled, managed, administrated" (p. 8). Canada's turn to neoliberalism since the 1970s is reflected in most institutions, including post-secondary institutions, which allows for the colonization of wide aspects of the social order by a market and economic mentality (Brodie, 1999; Connell, 1 The terms "disability" and "learning disability (LD)" will be used interchangeably because both experience oppression and may require accommodation in the post-secondary educational setting.McKenzie, "The pursuit of accommodations" CJDS 4.1 (January 2015)

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Section: Recommendationsmentioning

confidence: 99%

Section: Abstract Learning Disabilities Post-secondary Institutionsmentioning

confidence: 99%

Section: Recommendationsmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Navigating Post-Secondary Institutions in Ontario with a Learning Disability: The Pursuit of Accommodations

McKenzie

2015

CJDS

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Facilitating College Supports to Ensure Student Success

Fowler

Getzel

Lombardi

2018

New Dir Adult Contin Educ

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(Re)envisioning considerations for disabled community college students

Nachman

Wilke

2021

New Drctns Community Coll

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While community colleges enroll high proportions of disabled students, limited research exists on considerations that college personnel should account for in meeting disabled students' varied needs and strengths. This article explores the impacts of policies and processes on disabled community college students and presents five policy-related issues and recommendations on how various community college agents with the power to inform and enact policy, including administrators/staff, researchers, and instructors, can best serve disabled community college students.Community colleges enroll the highest proportions of disabled students in postsecondary education. Throughout the article we use the language of disabled students rather than students with disabilities in recognition of the environmental forces that serve to disempower and disable individuals. This language is in line with social justice, activist, and identityfirst models of understanding disability. When referencing existing literature and research, we defer to the language used by the original authors as language preference regarding disability can differ based on location, population, and participants.During the 2011-12 academic year, 12.7% of first-time postsecondary students in 2-year colleges identified as having a disability, compared to 10.7% at 4-year institutions (Snyder, de Brey, & Dillow, 2019). Nationally, disabled students experience lower rates of postsecondary enrollment, degree attainment, and post-educational employment outcomes (Kessler Foundation & National Organization on Disability, 2010;Newman et al., 2011). However, Newman et al. (2011 noted that for disabled students, community college completion rates are nearly twice that of their non-disabled counterparts (41.3% compared to 22.4%). Bolstering disabled students' persistence in community college may also yield dividends in enhancing the quality of their experiences.Enrollment of disabled students in postsecondary education is likely to continue to increase based on trends from the past decade (Aquino & Bittinger, 2019;Snyder et al., 2019). Ensuring that these students possess equitable opportunities for engaging in college and obtaining their desired outcomes is of pivotal importance. Enacting clear policies and strategic plans are crucial for supporting equitable opportunities for disabled college students. Here we will examine policy issues related to five topics (entrance,

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Addressing the Persistence and Retention of Students with Disabilities in Higher Education: Incorporating Key Strategies and Supports on Campus

Cited by 109 publications

References 16 publications

Navigating Post-Secondary Institutions in Ontario with a Learning Disability: The Pursuit of Accommodations

Navigating Post-Secondary Institutions in Ontario with a Learning Disability: The Pursuit of Accommodations

Facilitating College Supports to Ensure Student Success

(Re)envisioning considerations for disabled community college students

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