ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact of Inclusive College Programs Serving Students with Intellectual Disabilities on Disability Studies Interns and Typically Enrolled Students
Author: Izzo, Margo Vreeburg
Date: 2013-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Mental Retardation,College Students,Student Attitudes,Focus Groups,Attitudes toward Disabilities,Internship Programs,Surveys,Student Journals,Mentors,Coaching (Performance),Educational Experience,Prior Learning,Student Participation,Risk,Self Determination,Inclusion,Occupational Aspiration

The purpose of this study was to confirm and extend prior research on the attitudes and experiences of typical college students towards students with intellectual disabilities who were enrolled in an inclusive postsecondary program. College students enrolled in a Disability Studies Internship class completed surveys, journals, and participated in a focus group to share their perceptions and experiences as educational coaches and mentors with students with intellectual disabilities. The results confirmed previous studies that typical students, with prior experience and high comfort ratings, agree that students with intellectual disabilities have the ability to participate in college experiences such as classes, campus organizations, and living in dorms with support. Additional themes that emerged from the qualitative analysis indicated that the disability studies interns were challenged to balance program requirements and the dignity of risk and self-determination of students with ID; and the disability interns clarified their own career goals by supporting students with ID. Findings suggest that typically enrolled college students benefit from inclusive postsecondary programs that serve students with intellectual disabilities.
University and Disability: An Italian Experience of Inclusion
Author: Maggiolini, Silvia
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Educational Experience,Universities,Disabilities,Educational Opportunities,Delivery Systems,Case Studies,Educational Policy,Related Services (Special Education),Accessibility (for Disabled),School Orientation,Student Placement,Supervision,Educational Practices

The University education is a very important step in the process of growth of each person. During this period we acquire a specific professional preparation and also have many opportunities to develop skills that are essential for adult life. In recent years the access opportunities for disabled persons to academic education in Italy have greatly increased, thanks to some legislative initiatives that supported the implementation of important measures to protect the right to study. The article sets out some reflections on the services and opportunities offered by the Italian University system. The Centre for Inclusion of Students with Disability and Dyslexia of Catholic University of the Sacred Heart in Milan is presented as an example case. Further areas for research and policy development are discussed.
The Effect of Extended Test Time for Students with Attention-Deficit Hyperactivity Disorder
Author: Wadley, M. Nichole
Date: 2013-00-00
Type: Journal Articles
Subjects: Scores,College Students,Attention Deficit Hyperactivity Disorder,Comparative Analysis,Mathematics Tests,Time,Student Evaluation,Evaluation Methods,Time Factors (Learning),Likert Scales,Hypothesis Testing

The purpose of the present study was to investigate whether a specific testing accommodation (extended time) affects test scores for college students with and without ADHD. College students with ADHD (N = 61) and without ADHD (N = 68) took a math test, after having been told they had either standard time or extended time to complete the test. Results indicated that the testing condition (i.e., extended versus standard time) had no significant effect on test scores or on the amount of time students took to complete the test. However, students with ADHD, on average, took more time to complete the test, attained lower test scores, and had lower state self-esteem than students without ADHD.
Postsecondary Education Employment and Independent Living Outcomes of Persons with Autism and Intellectual Disability
Author: Ross, Jeffrey
Date: 2013-00-00
Type: Journal Articles
Subjects: College Graduates,Mental Retardation,Autism,Pervasive Developmental Disorders,Developmental Disabilities,Followup Studies,Surveys,Employment,Independent Living,Participation,Individual Development,Income,Transportation,Housing,Student Motivation,Transitional Programs,Federal Legislation,Educational Legislation,Graduate Surveys,Student Characteristics,Fringe Benefits,Job Satisfaction,Coaching (Performance),Banking,Food,Program Effectiveness,Purchasing

The aim of this study is to report employment and independent living outcomes of 125 graduates from the Taft College Transition to Independent Living (TIL) program. The TIL program has served students with intellectual and developmental disabilities, including autism spectrum disorder, since 1995. The TIL program follows graduates from the time of commencement for a period of ten years. The follow-up includes a comprehensive survey of employment and independent living status, social participation, and personal development and growth. Graduates from the classes of 2000 to 2010 reported rates of employment, monthly income, living arrangements, and use of transportation options. The findings of this study suggest that graduates of the TIL program had employment and independent living outcomes that exceeded rates observed in the general population of persons with intellectual and developmental disabilities (ID/DD). However, the authors caution that the candidates admitted to the program were likely more motivated and prepared than their peers in the general population of persons with ID/DD. Further research that includes matched cohorts and well-designed treatment and control studies is needed to show if and how effective transition programs are in preparing students with ID/DD for employment and community living.
Practice Brief: Assessing Impact of Inclusive Postsecondary Education Using the Think College Standards
Author: Lynch, Kathleen Bodisch
Date: 2013-00-00
Type: Journal Articles
Subjects: Inclusion,Postsecondary Education,College Students,Mental Retardation,Program Evaluation,Success,Standards,Evaluation Methods,Program Effectiveness,Urban Schools,School Community Programs,Online Surveys,College Faculty,Rating Scales,Fidelity,Program Implementation,Access to Education,Career Development,Self Determination,Feedback (Response),Employment Level,Student Characteristics,Coaching (Performance),Content Analysis

Increasingly across the United States, institutions of higher education (IHE) are offering a wide array of postsecondary educational (PSE) opportunities for students with intellectual disabilities (ID). As more students with ID aspire to college, it is incumbent upon IHEs to engage in rigorous program evaluation to assess student outcomes and identify factors that foster student success. The Think College (TC) Standards, Quality Indicators, and Benchmarks provide a unifying conceptual framework that helps to focus research and program evaluation efforts. In this article we describe use of the TC Standards to evaluate an inclusive PSE program for students with ID at a large, urban university. We report preliminary outcome data and discuss how Standards-based evaluation can both guide local program improvement and contribute to the evidence base of best practices in the field. Using this accumulated knowledge, students and families will be able to make more informed educational choices.
Promoting Academic Engagement for College Students with Autism Spectrum Disorder
Author: McKeon, Barbara
Date: 2013-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,College Students,Student Characteristics,Symptoms (Individual Disorders),Teacher Surveys,College Faculty,Attitudes toward Disabilities,Teacher Expectations of Students,Equal Education,Questionnaires,Communication Skills,Executive Function,Teaching Methods

This paper discusses the characteristics of college students with Autism Spectrum Disorder (ASD), examines the results of a survey of college faculty with regard to their understanding and expectations of students with disabilities (including those on the spectrum), and presents suggested guidelines for facilitating access to the curriculum for all learners, including students with ASD. The article explores challenges faced by professors due to the increasing number of students with ASD entering college. Survey results provide a framework for discussion, followed by recommendations for enhancing student success for college students with ASD.
Postsecondary Education for Students with Intellectual Disability (ID): Complex Layers
Author: Thoma, Colleen A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Mental Retardation,Phenomenology,Investigations,College Programs,Related Services (Special Education),Program Evaluation,Program Effectiveness,Program Development,Qualitative Research,Semi Structured Interviews,Observation,Content Analysis,Institutional Mission,Educational Philosophy,Program Improvement,Partnerships in Education,Administrator Attitudes

This phenomenological research study investigated nine postsecondary programs for youth and young adults with disabilities to determine the range of supports and services provided as well as the program development process. Each program had unique features and components and those differences were typically the result of the mission, values, and/or priorities of the program directors and staff. Findings also indicated that there were a number of complex layers that program staff navigated as they developed, implemented, and evaluated their program activities and the impact they had on student growth and development. Some of these complex layers involved policies and procedures at the university itself. Other layers included collaboration with other agencies including local school districts and efforts to identify, collect, and analyze evaluation data that could provide information on important program components. Implications for policy and practice as well as further research are provided.
Understanding the Diversity: A Taxonomy for Postsecondary Education Programs and Services for Students with Intellectual and Developmental Disabilities
Author: McEathron, Mary A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Developmental Disabilities,Mental Retardation,Postsecondary Education,Taxonomy,Case Studies,Interviews,Online Surveys,Comparative Analysis,Transitional Programs,College Students,Program Validation,College Programs,College Admission,College Credits,Certification,Student Personnel Services

The number of postsecondary education (PSE) programs for individuals with intellectual and developmental disabilities (IDD) has been steadily growing over the last few decades. There has been little public information regarding these programs and schools. Consequently, students, families, and researchers alike lack details about the various postsecondary options available to students with IDD. In response, the researchers developed a taxonomy to delineate the characteristics of PSE programs for individuals with IDD, laying the foundation for further study and development. The taxonomy was developed in two phases. Using a case study approach, a diverse range of 21 programs in 2- and 4-year institutions of higher education were selected. Information was gathered from each program through interviews with disability service staff and program directors, and through a review of program documents. After creating an initial taxonomy from interview and document data, a validation phase was conducted using an online survey. The iterative process of analyzing the in-depth interview data, program materials, and survey responses, as well as constructing a logical, well-ordered taxonomy resulted in a structure that has 4 domains, 16 components, and over 100 elements. The PSE Taxonomy provides a mechanism for combining elements to provide a more comprehensive understanding of PSE programs, to clarify differences and similarities between programs, and to develop succinct, easily comparable program profiles.
Rethinking Social Network Assessment for Students with Intellectual Disabilities (ID) in Postsecondary Education
Author: Eisenman, Laura T.
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Social Networks,Mental Retardation,College Students,Transitional Programs,Social Support Groups,Student Personnel Services,Student Employment,Measures (Individuals),Demography,Student Characteristics,Protocol Analysis,Network Analysis

Social networks of persons with intellectual disabilities (ID) have been characterized as smaller and less diverse than those of typical peers. Advocates have focused on strengthening those social networks by expanding circles of social support, protection, and friendship. As young adults with ID experience increasing levels of community integration and move into new postsecondary education environments, the nature and potential functions of their social networks may shift. We describe the development and use of a social network instrument that is intended to capture an expanded view of social networks as structures influencing career opportunities. Using data from participants in our college program for students with ID, we then describe and illustrate how social network analyses can be used to examine individuals' social networks. Finally, we discuss lessons learned from our development process and implications for social network assessment and analysis with persons who have ID in postsecondary education.
Providing Postsecondary Transition Services to Youth with Disabilities: Results of a Pilot Program
Author: Barnard-Brak, Lucy
Date: 2013-00-00
Type: Journal Articles
Subjects: Disabilities,High School Seniors,Transitional Programs,Mentors,Academic Accommodations (Disabilities),College Applicants,College Admission,Enrollment,Federal Legislation,Educational Legislation,Self Advocacy,Student Characteristics,Measures (Individuals),Student Attitudes,College Bound Students,Intervention,Likert Scales,Statistical Analysis,Program Evaluation

The results of a pilot program to provide transition services for high school seniors with disabilities via one-on-one mentoring services over the course of an academic year were examined. Results indicate significantly improved attitudes toward requesting accommodations over the course of the nine month program. These results suggest positive outcomes associated with the pilot program including increased application and subsequent enrollment to postsecondary education over and above national estimates. Information highlighting aspects of the program are provided including the positive preliminary results of the program. The paper concludes with a section on lessons learned and future adjustments in order to provide some practical program guidance for individuals who anticipate beginning a similar program.
DSS and Accommodations in Higher Education: Perceptions of Students with Psychological Disabilities
Author: Stein, Kathleen F.
Date: 2013-00-00
Type: Journal Articles
Subjects: College Students,Higher Education,Disabilities,Mental Disorders,Student Attitudes,Goal Orientation,Student Personnel Services,Academic Support Services,Academic Accommodations (Disabilities),Testing Accommodations,Interviews,Grounded Theory,Disclosure,Social Bias,Negative Attitudes,Student Characteristics

The number of individuals with psychological disabilities attending colleges and universities has increased steadily over the last decade. However, students with psychological disabilities are less likely to complete their college programs than their non-disabled peers and peers with other types of disabilities. This qualitative study explored how college students with psychological disabilities utilize assistance provided by Disability Support Services (DSS), including accommodations, in order to reach their postsecondary goals and examined how these students perceived and described the impact of these services. The researcher conducted in-depth interviews with 16 participants and utilized grounded theory research methods to collect and analyze data. Various themes emerged from the study, including benefits and challenges of using accommodations, the role of DSS on participants' academic experiences, and issues regarding disclosure and stigma.
Examination Accommodations for Students with Sensory Defensiveness
Author: Lewis, Kieran
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Accessibility (for Disabled),Postsecondary Education,Sensory Experience,Questionnaires,Likert Scales,Educational Environment,Student Attitudes,Sensory Aids,Testing Accommodations,Space Utilization,Barriers

Traditional examination accommodations include extra time, scribes, and/or separate venues for students with disabilities, which have been proven to be successful for the majority of students. For students with non-apparent disabilities such as sensory defensiveness, where sensitivity to a range of sensory information from the environment can severely limit one's ability to engage in activities, accommodations such as those advocated above may not prove effective in removing barriers and promoting fairness and equity in examinations. A pilot study was undertaken by the Unilink and the Disability Services within Trinity College, Dublin to explore the difficulties encountered by students experiencing sensory defensiveness and to examine the efficacy of the provision of low distraction examination venues for this population. The Unilink Service is a college-based Occupational Therapy support service for students experiencing mental health and/or physical sensory difficulties (Nolan &amp; MacCobb, 2006; Nolan, Quinn &amp; MacCobb, 2011). The aim of the service is to support students in their college journey, to enable them to engage in their student role, and to complete their studies throughout their college career. A three phased descriptive non-experimental approach was taken within this pilot study using questionnaires and audits. Findings indicated that a significant proportion of the students availing of traditional examination accommodations were experiencing difficulties with auditory and visual distractions. Evidence supported the findings that the provision of low distraction examination venues enabled students experiencing sensory defensiveness to better participate in their examinations and that the low distraction venues were appropriate to their needs.
Personal Consequences of Compliance and Resistance to Mandated Reforms for Teachers in Low-Performing Schools
Author: Burke, Christopher J. F.
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Change,Compliance (Psychology),Resistance (Psychology),Elementary School Teachers,Grade 5,Urban Teaching,Case Studies,Professional Autonomy,Professional Identity,Accountability,Caring,Culturally Relevant Education,Curriculum Development,Teaching Experience

This case study examines the experiences of two fifth grade teachers as they dealt with district mandates while trying to address their high-poverty urban children&apos;s learning needs. It reveals their personal struggles that led to both compliance and resistance. In this case, the act of finding the space to engage in the intellectual and creative act of redeveloping the curriculum was an act of political resistance and ultimately an act of caring. By examining the experiences of these two teachers we see again how the era of increased accountability and standardization has led to a narrowing of the curriculum and the marginalization of teachers. This increase in accountability disproportionately impacts teachers and students in urban schools.
Leadership Coaching: Building the Capacity of Urban Principals in Underperforming Schools
Author: Warren, Susan R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Leadership,Coaching (Performance),Principals,Urban Schools,Capacity Building,Public Schools,Mixed Methods Research,Administrator Attitudes,Academic Achievement,Achievement Gains,Standardized Tests,Leadership Responsibility,Program Effectiveness,Administrator Role,Interviews,Questionnaires

This investigation assesses the effects of leadership coaching on the knowledge, skills, and dispositions of urban public school administrators in P-12 underperforming schools. The study specifically examines leadership, management, and student achievement growth during the time of coaching. Utilizing a mixed-methods approach, three domains were assessed: (a) urban principals' perceptions about changes in their leadership behaviors, (b) student achievement growth on standardized tests during the time of coaching, and (c) participants' and coaches' perceptions of their experience in the program from interviews and coaches' logs. Results demonstrate significantly increased principal capacity in nine leadership responsibilities and positive student achievement gains after coaching the principals. This information will assist professional developers, university professors, and school personnel as they structure and implement programs to support urban school administrators.
Caught in the Middle: Urban Principals&apos; Attempts to Achieve School Autonomy and Devolve Decision-Making
Author: Mayer, Anysia
Date: 2013-00-00
Type: Journal Articles
Subjects: Principals,Urban Schools,Institutional Autonomy,Participative Decision Making,Administrator Role,Elementary Schools,Program Implementation,School Turnaround,Case Studies,Comparative Analysis,Leadership,Teacher Administrator Relationship

Based on two years of extensive data collection in four urban elementary schools, this paper examines the role of principals in the implementation of the Together Initiative (TI), a school reform model for schools labeled low-performing per state accountability standards. The reform model aims to increase school autonomy from district mandates and devolve decision-making to include teachers, parents, and community members. The differences in the manner in which principals implemented TI appear to be influenced by the level of support at the district level, as well as principals&apos; own commitment to the tenets of the initiative. Balancing devolved school leadership with district relationships requires reimagining the boundaries between responsibilities of the principalship, teaching, and administration.
Beyond Standardized Test Scores: An Examination of Leadership and Climate as Leading Indicators of Future Success in the Transformation of Turnaround Schools
Author: May, Judy Jackson
Date: 2013-00-00
Type: Journal Articles
Subjects: School Turnaround,Leadership,Educational Environment,Academic Achievement,Comparative Analysis,Educational Indicators,Traditional Schools,Transformational Leadership,Leadership Effectiveness,Achievement Tests,Scores,Reading Achievement,Mathematics Achievement,Achievement Gains,Elementary Schools

Districts throughout the nation are engaged in comprehensive transformation to &quot;turn around&quot; low performing schools. Standardized test scores are used to gauge student achievement; however, academic gains may lag behind leading indicators such as improved school climate and effective leadership. This study examines 16 underperforming schools to discover what factors may be considered leading indicators. Turnaround and traditional schools were compared on three factors: leadership, climate and achievement. Assessment tools included the Multifactor Leadership Questionnaire (MLQ) (Avolio &amp; Bass, 2004), standardized assessments, and participant ratings of overall school climate on an A to F grading scale. Findings show that turnaround teachers rated their leader significantly higher on all MLQ subscales and assigned significantly higher climate &quot;grades,&quot; to their schools than traditional school teachers but demonstrated no significant academic gains. The authors assert that leading indicators may be indicative of the future growth of lagging indicators such as test scores, and should be considered benchmarks in the transformation process.