Self-Determination and College Students with Disabilities: Research Trends and Construct Measurement

Gelbar, Nicholas W.; Madaus, Joseph W.; Dukes, Lyman L.; Faggella‐Luby, Michael; Volk, Daniel; Monahan, Jessica

doi:10.1080/19496591.2019.1631835

Cited by 12 publications

(16 citation statements)

References 58 publications

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“…The lack of literature centering the experiences of disabled graduate students (Carter et al, 2017), specifically disabled graduate students of color, obscures their lived experiences within higher education and the rich complexities of their student selfadvocacy. Self-advocacy research and resources largely focus on undergraduates, but borrow heavily from theoretical frameworks of self-advocacy that were developed on the experiences of high school students (Gelbar et al, 2019). This study calls attention to how researchers have overlooked the experiences and theoretical contributions that graduate students can bring to the conversation around self-advocacy.…”

Section: Discussionmentioning

confidence: 99%

“…In particular, by failing to engage with how traditional self-advocacy is influenced by intersecting forms of marginalization (e.g., ableism, racism), the narrative around what self-advocacy is, and can do, has been over-simplified. Further, by relying on self-advocacy frameworks that were originally developed to explain the experiences of secondary students with disabilities (Gelbar et al, 2019), the complexities of self-advocacy for students in post-secondary education are under-theorized.…”

Section: Self-advocacy Experiences Of Disabled Graduate Students Of Cmentioning

confidence: 99%

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“Just My Being Here is Self-Advocacy”: Exploring the Self-Advocacy Experiences of Disabled Graduate Students of Color

Karpicz¹

2020

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Self-advocacy is emphasized as a critical practice for improving the retention and increasing the success of disabled students. In higher education, disability service offices and academic researchers jointly shape the conversation around what comprises effective self-advocacy. Students who are not engaging in these prescribed strategies are then framed as underprepared and/or lacking the skills required to self-advocate effectively. Unexamined within this discourse are how identity, power, and environment shape students’ self-advocacy as well as the ways students engage in self-advocacy outside of normative accommodation structures. This study intervenes by examining the extent to which dominant scholarly and practitioner understandings of self-advocacy align, resonate, and/or diverge from the lived experiences of self-advocacy among disabled graduate students of color. By centering the voices of multiply marginalized students, this study raises questions about what may be obscured when scholars rely only on academic definitions of self-advocacy in the design, framing, and analysis of their research.

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Section: Discussionmentioning

confidence: 99%

Section: Self-advocacy Experiences Of Disabled Graduate Students Of Cmentioning

confidence: 99%

“Just My Being Here is Self-Advocacy”: Exploring the Self-Advocacy Experiences of Disabled Graduate Students of Color

Karpicz¹

2020

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“…Self-determination largely serves as a foundational component of many PSE programs. Self-determination, in sum, means an individual has the skills, belief, and opportunity to be the primary causal agent in her/his/their lives [42]. Students in PSE settings exhibit self-determined behavior when they engage in acts of self-advocacy, for example, a student explaining her disability to an instructor and describing her learning needs.…”

Section: Elements Of Program Practicesmentioning

confidence: 99%

“…A positive shift in the attitudes and levels of acceptance from higher education faculty is evident in these studies [35,36,47], but the need for training and support remain an important part of effectively engaging faculty to meet the diverse learning needs of college students with ID. Student experiences have also been studied, looking at students' motivations [42]; growth in self-determination [43]; and student course and employment experiences [28]. Analysis of student course enrollments, and the associated outcomes of those learning experiences, are also emerging in the literature [48].…”

Section: Inclusive Higher Education Research Policy and Fundingmentioning

confidence: 99%

Advancing Access to Higher Education for Students with Intellectual Disability in the United States

2021

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Due to changes in legislation and policy in the United States, higher education has become more available to people with intellectual disability (ID). Currently, over 6000 students with ID are enrolled in 310 colleges and universities. In the past decade, the federal government has invested over 100 million dollars in a model demonstration program aimed at institutions of higher education to create, expand, or enhance high-quality, inclusive higher education experiences to support positive outcomes for individuals with ID. This article will describe the impetus and impact of this funding as well as related changes in policy and practice. With the emergence of these opportunities, a field of research has emerged, offering new knowledge about what higher education can offer to students with ID as well as the positive impact these students have on their peers, professors, and campus communities. We have also begun to see documentation of more long-term impacts of higher education on students’ employment, independent living outcomes, and life satisfaction. By describing these policy, practice, and research developments, this article will provide readers with a better understanding of the background, current status, and future needs of the field of inclusive higher education for people with ID in the United States and potential takeaways for similar stakeholders in other countries.

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“…It may be that the health education programming would meet with some success were it longer in duration, with more of an emphasis on exercise and self-determination of eating and exercise change. Self-determination may be effective in fostering independence and behavior change in individuals with disabilities, and is a central tenet in the program within which this pilot study was conducted (Burke et al, 2020 ; Gelbar et al, 2020 ; Shogren et al, 2019 ). Rather than individual programming, health education can be delivered in groups, with a group-based motivational interviewing (MI) approach (Miller & Rollnick, 2002 ).…”

mentioning

confidence: 99%

Evaluation of a Pilot Healthy Eating and Exercise Program for Young Adults with Autism Spectrum Disorder and Intellectual Disabilities

Nabors

Overstreet

Carnahan

et al. 2021

Adv Neurodev Disord

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Objectives The aims of this pilot study were to examine program structure, implementation, and outcomes of a healthy eating and exercise program for young adults with Autism Spectrum Disorder (ASD) and intellectual disabilities (IDs). Methods Seventeen young adults with ASD and IDs, six parents, and 10 staff participated. Programming was delivered for over a year and featured healthy eating and exercise lessons. Also, group-based motivational interviewing was used to develop weekly health goals for participants. During COVID-19, lessons were delivered online. The program was modified using lectures with visual material, when participants returned to classrooms. Lessons focused on MyPlate, portion sizes, the food pyramid, vitamins and minerals in foods, and learning to eat “less” of unhealthy food groups. Exercise lessons featured information about importance of exercise, introduction to different types of exercise, and knowledge about how exercise benefits the body. Staff completed implementation logs. Height and weight of participants were examined at regular intervals. Parents completed surveys and participants completed group interviews to assess program impact. Results Two participants lost a significant amount of weight and others maintained their weight during COVID-19. Participants and parents were satisfied with the program and reported knowledge and behavior change. Conclusions Results indicated participating in the intervention resulted in improved knowledge and health behaviors. Findings are preliminary, and research using control groups and assessing change in weight and behaviors over time are needed. Observation of meals and physical activity levels will provide more objective data in future studies.

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Self-Determination and College Students with Disabilities: Research Trends and Construct Measurement

Cited by 12 publications

References 58 publications

“Just My Being Here is Self-Advocacy”: Exploring the Self-Advocacy Experiences of Disabled Graduate Students of Color

“Just My Being Here is Self-Advocacy”: Exploring the Self-Advocacy Experiences of Disabled Graduate Students of Color

Advancing Access to Higher Education for Students with Intellectual Disability in the United States

Evaluation of a Pilot Healthy Eating and Exercise Program for Young Adults with Autism Spectrum Disorder and Intellectual Disabilities

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