Are There Predictors of Success for Students With Disabilities Pursuing Postsecondary Education?

Madaus, Joseph W.; Gelbar, Nicholas W.; Dukes, Lyman L.; Taconet, Ashley; Faggella‐Luby, Michael

doi:10.1177/2165143420976526

Cited by 15 publications

(19 citation statements)

References 32 publications

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“…An additional explanation for the lack of differences might be that we studied autistic students who applied for academic accommodations. Therefore, they are likely to have benefited from these services (Adreon & Durocher, 2007;Madaus et al, 2020;Roberts, 2010). However, these benefits apply to both autistic students and students with other conditions, and we do see significant differences between these groups in no-shows in year 2 and credit accumulation in year 3 (see below).…”

Section: Rq1: Gpa and Dropout Ratesmentioning

confidence: 69%

“…Although a growing number of autistic students are enrolling in higher education (Bakker et al, 2019a;Van Hees et al, 2015;Zeedyk et al, 2016), they generally show lower degree completion rates compared with their fellow students (Chown et al, 2016;Newman et al, 2011;Shattuck et al, 2012). However, researchers know little about autistic students' academic progress during their time at university (Madaus et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Study progression and degree completion of autistic students in higher education: a longitudinal study

et al. 2022

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Individuals with autism increasingly enroll in universities, but researchers know little about how their study progresses over time towards degree completion. This exploratory population study uses structural equation modeling to examine patterns in study progression and degree completion of bachelor’s students with autism spectrum disorder (n = 101) in comparison to students with other recorded conditions (n = 2,465) and students with no recorded conditions (n = 25,077) at a major Dutch university. Propensity score weighting is applied to balance outcomes. The research shows that most outcomes (grade point average, dropout rates, resits, credits, and degree completion) were similar across the three groups. Students with autism had more no-shows in the second year than their peers, which affected degree completion after 3 years. The overall performance of autistic students appeared to be adequate and comparable to their peers. However, addressing participation and inclusivity is vital to improve academic support for students with autism. These insights can enable universities to develop appropriate and timely support for all talented students to progress in their studies and complete their degrees.

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Section: Rq1: Gpa and Dropout Ratesmentioning

confidence: 69%

Section: Introductionmentioning

confidence: 99%

Study progression and degree completion of autistic students in higher education: a longitudinal study

et al. 2022

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“…Yet, disabled students and their experiences within postsecondary education remain marginalized (Peña, 2014) and disabled students may occupy multiple marginalized social positions (Comeaux et al, 2021). Current scholarship on disabled students and college success focuses on metrics of academic achievement, retention, persistence, and graduation (Kutscher & Tuckwiller, 2019; Madaus et al, 2021). Minimal research explores disabled students’ definitions of success or the factors that they describe as influencing their success in college (Evans et al, 2017) or examines how those individual definitions conform to, expand, or explicitly crip 1 normative definitions of success.…”

mentioning

confidence: 99%

Doing my best, being healthy, and creating connections: Disabled students’ narratives of collegiate success.

Wilke¹,

Brown²,

Evans³

et al. 2023

Journal of Diversity in Higher Education

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Dominant ideas of student success, such as grade point average (GPA), persistence, and graduation, are constructed as desirable and normalized within educational systems. However, research with minoritized populations, such as lesbian, gay, trans * , bisexual, queer+ (LGTBQ+) students or Native American students, demonstrates that students' definitions of success may not align with normative frameworks. Disabled students represent over 19% of undergraduates in the United States. Although disabled students are an important and growing population, their definitions of success remain unexplored. Existing research indicates that academic definitions of success are likely to reflect the ableism woven into postsecondary institutions and thus practitioners or researchers who are socialized into normative paradigms of success may have difficulty supporting disabled students' learning and development. In this study, we used cripistemological frameworks and narrative methodological approaches to explore 24 disabled students' stories of success. Students' definitions differed from those of their institutions; students focused on social integration, being and staying healthy, learning new concepts, and building communities. We found that disabled students "cripped" success by resisting normative definitions. Although students held academic goals, those goals were substantively adapted to fit with crip time, crip trying, and creating community. One student in this study demonstrated crip gain by viewing their disability as an advantage, while others directly challenged the ideological systems that are used to construct smartness. When interpreting these findings, it is important to understand that they represent predominantly White-lived experiences. Future research must include perspectives of disabled students of color.

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“…Students with LD chronicled numerous opportunities to act self-determined when enrolled in higher education but reported difficulty in performing the necessary behaviors (Wu & Molina, 2019). Complicating factors include students with LD not entering college with the self-determination skills necessary to succeed (Madaus et al, 2021; Showers & Kinsman, 2017). The collection of barriers, including low academic expectations of students with LD, less access to college preparatory classes, and special education services delivered at the expense of academic instruction, further exacerbates the opportunities for success at all levels for students with LD (Cumming & Smedley, 2016; McCall, 2015; Newman et al, 2018).…”

mentioning

confidence: 99%

“…Numerous studies link autonomy, competence, and relatedness as the causal factors leading to increased self-determined behaviors (Sun et al, 2017; Vansteenkiste et al, 2018; Wisniewski et al, 2018). Higher levels of self-determination have been linked to positive postschool outcomes for students with disabilities, including enrollment in higher education (Eisenman & Chamberlin, 2001; Madaus et al, 2021; Showers & Kinsman, 2017). This study proposed that the fostering of self-determined behaviors that lead to positive postsecondary outcomes for students with LD can be better understood through the lens of SDT.…”

mentioning

confidence: 99%

Youth Leaders With Learning Disabilities and Their Decision to Enroll in Higher Education

McNaught

Pope

2022

Career Development and Transition for Exceptional Individuals

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Students with learning disabilities (LD) have not kept pace with peers without disabilities regarding enrollment in postsecondary education. The purpose of this study was to explore the experiences of I’m Determined youth leaders with LD who have enrolled in higher education. Participation led to structured experiences and opportunities to practice self-determined behaviors in an environment built to support the development of autonomy, competence, and relatedness. The three major themes identified (struggle, community, and resilience) corresponded with experiences before, during, and after participation in I’m Determined. The major theme of struggle encompassed experiences at school and not understanding their disability. The theme of community affected participants in the context of disability awareness and opportunity. Resilience necessitated a change in mindset and the ability to overcome barriers. Altering classroom environments to support autonomy, competence, and relatedness is one way to reproduce the supports that led to these participants’ success.

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Are There Predictors of Success for Students With Disabilities Pursuing Postsecondary Education?

Cited by 15 publications

References 32 publications

Study progression and degree completion of autistic students in higher education: a longitudinal study

Study progression and degree completion of autistic students in higher education: a longitudinal study

Doing my best, being healthy, and creating connections: Disabled students’ narratives of collegiate success.

Youth Leaders With Learning Disabilities and Their Decision to Enroll in Higher Education

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