Faculty Learning Communities to Promote Full Inclusion of Students with Disabilities on College and University Campuses

Koch, Lynn C.; Hennessey, Mary; Ingram, Albert L.; Rumrill, Phillip D.; Roessler, Richard T.

doi:10.1891/088970106805074421

Cited by 3 publications

(3 citation statements)

References 6 publications

(14 reference statements)

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“…Even though students with disabilities are enrolling in college at higher rates, they earn lower grades in college than their peers without disabilities (Wehman, 2001), take longer to complete their degrees (Brinckerhoff, McGuire, & Shaw, 2002), have a higher dropout rate (Rumrill, 2001), and are more likely to be unemployed (Roessler, Hennessey, & Rumrill, 2007). Furthermore, research has shown that for students with disabilities, having a college education does not guarantee a successful career (Koch, Hennessey, Ingram, Rumrill, & Roessler, 2006) because the employment rate of students with disabilities is lower than the employment rate of students without disabilities (Collet-Klingenberg, 1998;Dunn, 1996). Despite this outcome, students with disabilities continue to represent an increasing proportion of today's college students (Burgstahler, 2001).…”

Section: Overviewmentioning

confidence: 99%

“…Students with disabilities are attending college at a higher rate than in previous years (Koch et al, 2006;Stodden, Whelley, Chang, & Harding, 2001); however, their success rate in college and post college has not increased. Multiple studies have demonstrated that college graduates with disabilities are more likely to be unemployed than graduates without disabilities (American Council on Education [ACE], 1999;DeLoach, Sparger, & Pullen, 1988;Frank, Karst, & Boles, 1989).…”

Section: Introductionmentioning

confidence: 99%

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An investigation of the relationship between career maturity, career decision self-efficacy, and self-advocacy of college students with and without disabilities

Walker¹

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Although much has been written about the relationship between career maturity and career decision self-efficacy of college students, the literature review provided no studies that investigated the relationship between career maturity, career decision selfefficacy, and self-advocacy; therefore the purpose of this study was to explore the relationship between career maturity, career decision self-efficacy, and self-advocacy of college students with and without disabilities. An increasing number of college students with disabilities are attending postsecondary institutions, and the figures are continuing to increase; however, students with disabilities earn lower grades in college than their peers without disabilities, take longer to complete their degrees, have higher dropout rates, and are more likely to be unemployed after college. This quantitative study responds to recent calls in the postsecondary literature for individuals with disabilities to be better prepared when they transition from college. Participants included 347 postsecondary students, 89 of whom reported having a disability. Primarily focused on students with disabilities, this study gathered information regarding postsecondary students' attitudes toward careers, beliefs in their ability to pursue careers, and their self-advocacy knowledge in order to investigate the relationship among them. This study provides empirical support that there is a relationship between career maturity, career decision self-efficacy, and selfadvocacy. The results of the correlation, MANOVA, ANOVA, and hierarchical regression analyses provided four major findings and implications. First, there was a positive correlation between career maturity, career decision self-efficacy, and self-advocacy of college students with and without a disability. Second, the results of the study indicated that students without a disability had higher levels of career maturity and self-advocacy than students with a disability; however, the self-efficacy scores were similar for students with and without a disability. Third, the results of the study focusing specifically on students with disabilities indicated that the career maturity of students who had a high v TABLE OF CONTENTS LIST OF TABLES.

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Section: Overviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An investigation of the relationship between career maturity, career decision self-efficacy, and self-advocacy of college students with and without disabilities

Walker¹

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“…Despite difference in terminology all methodologies are based on implementation of UD principles in education; they are not contradictious and do not compete one with other (Higbee & Goff, 2008). Quite often these headings in scientific literature and research works are used alternately (Koch, 2006), but in other sources (McGuire, 2006) there is described differences between them. All three educational models are focused on implementation of flexible UD principles corresponding learning programs and eISSN: 2357-1330 Selection & Peer-review under responsibility of the Conference Organization Committee 108 pedagogical techniques, which would ensure students' needs for diversity from lesson objectives and materials to instructional methods and assessments (Hall, Meyer, & Rose, 2012).…”

Section: Problem Statementmentioning

confidence: 99%

The Principles of universal design for learning implementation in design study process

Karlsone

2015

The European Proceedings of Social and Behavioural Sciences

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Starting their studies students have different level of perception and understanding. There is a need for an instructional framework that would allow educational programming, inclusive for all students. Objective of the current study is to investigate pedagogical possibilities to promote design students perception abilities and reasoning skills using in learning process principles of Universal Design for Learning (UDL) in context of student's diversity. In start-up phase students were tested by Santa Barbara Sense-Of-Direction Scale, Spatial Orientation Test, The Visual-Spatial/Sequential Identifier. Process of studies was performed according to UDL principles and guidelines. Evaluation of design project development was carried out by student's involvement in discussions. Presentations of ideas expression and demonstration varied according to diversity of students' skills and learning strategies. In the final stagerepeated testing. Variety in presentation of information, tasks accomplishment, types of expression and involvement in learning process, is improving the understanding of knowledge interconnection and decision making skills. In order to develop students' spatial thinking and reasoning, as well as understanding of interconnection of knowledge and decision making skills needed for problem solving in design related tasks design study process should be organized according to guidelines and principles of UDL.

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Action Research in Rehabilitation Education: Curricular Applications

Koch

Kiener

Gitchel

2009

Rehabilitation Research Policy and Education

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This paper examines applications of action research to rehabilitation education. An overview of action research is provided, and specific examples of action research in rehabilitation and other professions are illustrated. Emphasis is placed on utilizing action research to evaluate teaching and student learning and develop scientist practitioners who engage in active self-reflection about their practices.

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Faculty Learning Communities to Promote Full Inclusion of Students with Disabilities on College and University Campuses

Cited by 3 publications

References 6 publications

An investigation of the relationship between career maturity, career decision self-efficacy, and self-advocacy of college students with and without disabilities

An investigation of the relationship between career maturity, career decision self-efficacy, and self-advocacy of college students with and without disabilities

The Principles of universal design for learning implementation in design study process

Action Research in Rehabilitation Education: Curricular Applications

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