Postsecondary Education for Individuals With Disabilities

Katsiyannis, Antonis; Zhang, Dalun; Landmark, Leena Jo; Reber, Anne

doi:10.1177/1044207308324896

Cited by 33 publications

(30 citation statements)

References 17 publications

(18 reference statements)

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“…Other recent studies have addressed faculty knowledge of disability law impacting on their teaching and wider institutional practices in the United States (Katsiyannis, Zhang, Landmark, & Reber, 2009) and the UK (Matthews, 2009). Lombardi (2010) developed and field-tested a survey instrument to assess "faculty attitudes and perceptions toward students with disabilities at four-year colleges and universities" (p. 25).…”

Section: Introductionmentioning

confidence: 99%

Lecturer Responses to the Inclusion of Students With Intellectual Disabilities Auditing Undergraduate Classes

O'Connor

Kubiak

Espiner

et al. 2012

Policy Practice Intel Disabi

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Although postsecondary education for people with intellectual disabilities can improve their chances of employment and create a more satisfying life, higher education is becoming a more usual avenue of postschool learning. As part of a 2‐year Certificate in Contemporary Living (CCL) Program offered at Trinity College Dublin, students audited undergraduate university courses, partly with assistance of class peer mentors. The study sought to explore the views of university lecturers whose classes the students attended, the impact of the auditing arrangement on the lecturers' teaching strategies and on other students, particular challenges lecturers faced, and suggestions for improvement. Eleven lecturers teaching courses across two faculties agreed to participate in semi‐structured interviews. All staff strongly supported the initiative, because it provided opportunity both for CCL students to learn with undergraduate peers and for lecturers to consider more inclusive instructional approaches for all learners in their classes. The level of understanding shown by many auditing students and their openness to participate in questions, discussion, and field and lab work impressed the lecturers who noted the positive impact this had on other class members. The willingness of lecturers to develop more accessible instructional practices aligned with institutional policies on quality assurance in teaching. They suggested improvements to enable earlier briefing of lecturers and increased participation of students within the auditing process. Future research exploring lecturer and undergraduate students' views of CCL student competence is suggested to inform improved preparation of professionals.

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Section: Introductionmentioning

confidence: 99%

Lecturer Responses to the Inclusion of Students With Intellectual Disabilities Auditing Undergraduate Classes

O'Connor

Kubiak

Espiner

et al. 2012

Policy Practice Intel Disabi

View full text Add to dashboard Cite

show abstract

“…The widespread transition planning practices and improved postschool outcomes as reported in the existing literature (e.g., Katsiyannis et al, 2009) are evidence of the benefit of the presence of policies. The lack of policies for disability support at the postsecondary level in Hong Kong has contributed to the current status of an extremely low participation rate of students with SLD, and the slow development of support systems in higher education institutions, which in turn caused some students with SLD to be reluctant to seek help.…”

Section: Impact Of Policy Vacuummentioning

confidence: 91%

Rhetoric, Accountability, Advocacy: Postschool Transition of Students With Specific Learning Difficulties in Hong Kong

Poon-McBrayer

2013

Australas. j. spec. educ.

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The international literature reflects the significance of transition services for postschool outcomes of students with disabilities. In 2008, the Hong Kong Government introduced a policy to support students with disabilities, especially those with specific learning difficulties (SLD), to transition to postschool life in inclusive settings. This article focuses on the status of policy implementation in Hong Kong and its link to the higher education participation of students with SLD. Analyses are based on expectations of policymakers for school practices in transition services, parental experiences, and a discussion forum involving postsecondary students with SLD, advocacy groups, and university student affair personnel. Findings reveal a lack of expectation for implementation and school accountability from policymakers, an extremely low participation rate of students with SLD in higher education, a slow development of support systems in higher education, and the significant role played by an advocacy group on moving the higher education support forward in the absence of a policy mandate. By focusing on the close relationship between transition services and postsecondary outcomes, the use of legislation for disability policies to ensure the provision of transition services and the role of self and external advocacy to lobby for such legislation are recommended and discussed.

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“…The Individuals with Disabilities Education Act (IDEA) has given students with disabilities unprecedented rights to primary and secondary education, defining policy for K-12 special education in the U.S. As more students participate in inclusive classes and graduate from high school, far greater numbers of students with disabilities are also pursuing higher education and lifelong learning (Katsiyannis, Zhang, Landmark & Reber, 2009;Kernan, Bogart & Wheat, 2011). Between 1990 and 2005, there was a 19% increase in the number of high school students with disabilities enrolling in postsecondary schools, with 46% of all disabled high school students now attending some kind of postsecondary education within four years of high school graduation (Newman, Wagner, Cameto, Knokey, & Shaver, 2010).…”

Section: Disability and Access To Educationmentioning

confidence: 99%

Being the Wizard behind the Curtain: Teaching Experiences of Graduate Teaching Assistants with Disabilities at U.S. Universities

Damiani

Harbour

2015

Innov High Educ

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This study investigated the teaching experiences of graduate students with disabilities, using 12 semi-structured in-person and phone interviews. We selected participants using stratified random sampling representing diverse disabilities, degree programs, and regions of the United States. Findings suggest that students engage in complex self-accommodation influenced by their dual roles as students and employees. Students also discussed their development as instructors and the need for mentoring and campus spaces for disability. We utilize the metaphor of the Bwizard behind the curtain^to explain how these students actively navigate graduate school.To date, limited research is available about the experiences of graduate students with disabilities at colleges and universities in the United States (U.S.). The existing literature generally consists of individual or shared narratives, and research and essays by faculty members have rarely addressed graduate school experiences (see, e.g.

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Postsecondary Education for Individuals With Disabilities

Cited by 33 publications

References 17 publications

Lecturer Responses to the Inclusion of Students With Intellectual Disabilities Auditing Undergraduate Classes

Lecturer Responses to the Inclusion of Students With Intellectual Disabilities Auditing Undergraduate Classes

Rhetoric, Accountability, Advocacy: Postschool Transition of Students With Specific Learning Difficulties in Hong Kong

Being the Wizard behind the Curtain: Teaching Experiences of Graduate Teaching Assistants with Disabilities at U.S. Universities

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