The Journal of Postsecondary Education and Disability, 2014
Over the past half century higher education in the United States has been challenged to develop a... more Over the past half century higher education in the United States has been challenged to develop and implement policies and practices that effectively promote the access, retention, and graduation of diverse underrepresented populations. One of these populations is comprised of individuals with disabilities, whose equal access to higher education is mandated by Federal legislation, notably Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. One unintended consequence of this legislation appears to be that institutions may be content with only meeting the letter of the law by providing accommodations and supports for equal access to the physical plant and to academic instruction, while neglecting the social sphere. However, leading theories of persistence in higher education highlight both academic integration and social integration, as reflected in having a sense of “belonging” on campus, as key factors for student success. Emerging trends suggest that the ...
The marvels of modern science often fail to engage indigenous students, as the content and instru... more The marvels of modern science often fail to engage indigenous students, as the content and instructional style are usually rooted in the Western experience. This 3 year project, funded by the US Dept. of Education for the Education of Native Hawaiians, offers a curriculum that teaches science through (rather than just about) Native Hawaiian culture. The curriculum focuses on the interdependence of natural resources in our ahupuaa, or watersheds, and helps students strengthen their sense of place and self to malama i ka aina, to care for the land. Further, the curriculum is designed to: engage students in scientific study with relevant, interesting content and activities; improve student achievement of state department of education standards; increase student knowledge and skills in science, math and language arts; respond to the learning needs of Native Hawaiian and/or at-risk students. The project will be presented by a curriculum writer who created and adapted more than a year'...
Career Development for Exceptional Individuals, 1994
ABSTRACT The core of the education system must be transformed to make it supportive of exceptiona... more ABSTRACT The core of the education system must be transformed to make it supportive of exceptional students in transition. Attempts to improve the system by adding on programs rather than instituting core changes have not been effective. A "teaming" process that promotes school-community and interagency collaboration and infuses transition into the core of education is recommended. (JDD)
National Center on Secondary Education and …, 2005
Youth with disabilities are likely to face greater challenges than their peers without disabiliti... more Youth with disabilities are likely to face greater challenges than their peers without disabilities as they transition from high school to independent living, postsecondary education, or employment. These challenges are often even greater for youth with disabilities of ...
The Journal of Postsecondary Education and Disability, 2015
This review examines the quality of data available from various sources to answer the question, “... more This review examines the quality of data available from various sources to answer the question, “How many students in postsecondary education have a disability?” The question is surprisingly diffi cult to answer, as refl ected in Schroedel’s (2007) literature review fi nding that estimates of the number of postsecondary students with hearing impairments in the United States ranged from 25,000 to over 400,000. Such variability raises doubts about the accuracy of data on postsecondary students with disabilities (SWD). Accurate data are important for better understanding of postsecondary SWD subpopulations and for meeting statutory requirements to evaluate the effectiveness of special education and related services in preparing children with disabilities for adulthood. The Statutory Framework of Education for Individuals with Disabilities The Education for All Handicapped Children Act was passed by the US Congress in 1975 to redress the exclusion from school of numerous children due to...
Focus group interviews were conducted with special education teachers from Oahu, Hawaii and Washi... more Focus group interviews were conducted with special education teachers from Oahu, Hawaii and Washington, DC regarding self-determination for youth with emotional/behavioral disorders. Some of the teachers defined their own self-determination in individualistic terms, while highlighting the importance of collectivistic values for many of their students. Other teachers who held more collectivist–based definitions and perceptions still discussed how their own experiences differed from those of their students. Profiles of self-determination views are presented and compared to definitions and current practices in the field of special education with respect to self-determination and transition. The concepts of individualism and collectivism and of social capital are used to enhance understanding of differences in the views of the participating teachers and of the obstacles to self-determination they identify for their students. It is well known that students with disabilities, as a group, ...
special issue of the Review of Disabil-ity Studies is meant to stimulate thinking and dialogue ab... more special issue of the Review of Disabil-ity Studies is meant to stimulate thinking and dialogue about how self-determination is con-ceived and promoted by and for people with disabilities, and how the concept and its appli-cation might be enhanced to better empower and improve the quality of life of people with disabilities around the world. We decided to de-vote time and eort to this topic because of our observations that self-determination as typically presented is not a good t for cultural milieu in Hawaii and across the Pacic region. A likely reason for this lack of t emerged as we read a large proportion of the many publications on self-determination and people with disabilities: the self-determination concept as typically de-ned is rooted in the individualistic values com-mon to Western cultures, whereas most resi-dents of Hawaii and other Pacic Islands come from collectivistic cultural backgrounds. In line with the Review of Disability Stud-ies' status as an international ...
The ubiquitous terms paradigm and paradigm shift are placed in recent historical context. Paradi... more The ubiquitous terms paradigm and paradigm shift are placed in recent historical context. Paradigms guiding developmental disability services reflect overarching sets of values and principles. The principles of self-determination and community participation are currently being promoted, leading to a service paradigm which fosters natural supports in the community, as opposed to the prevailing community program paradigm which stresses service provision by professionals. The support paradigm is presented as a practical response to severe resource constraints which can also help bridge differences between "empiricists" and "advocates", who operate according to divergent sets of principles.
The most widely cited statistics on postsecondary students with disabilities in the United States... more The most widely cited statistics on postsecondary students with disabilities in the United States are based on the Department of Education’s quadrennial National Postsecondary Student Aid Study (NPSAS). However, these statistics are called into question by their substantial variability across NPSAS administrations and by results of the second National Longitudinal Transition Study (NLTS2). For example, according to NPSAS 2008 telephone survey results, fewer than 10% of postsecondary students with disabilities reported having learning disabilities, compared to the NLTS2 finding of nearly 70%. The NLTS2 results can be considered to be of superior validity and reliability given that study’s (1) longitudinal tracking into early adulthood of a large nationally representative sample of high school students in special education and (2) categorization of participants as to their disabilities based on their school records. By contrast, the cross-sectional NPSAS relies on self-reports by postsecondary students who are likely to interpret questions about disabilities in varied ways. In addition, many NPSAS participants may decline to identify themselves as having disabilities, as suggested by NLTS2 findings that most postsecondary students with disabilities decide not to self-disclose to their institutions. It appears that NPSAS disability statistics are misleading and their dissemination should be discontinued. Given the potential utility of accurate data on students with disabilities, postsecondary education institutions may want to consider conducting their own campus-level disability surveys.
Over the past half century higher education in the United States has been challenged to develop a... more Over the past half century higher education in the United States has been challenged to develop and implement policies and practices that effectively promote the access, retention, and graduation of diverse underrepresented populations. One of these populations is comprised of individuals with disabilities, whose equal access to higher education is mandated by Federal legislation, notably Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. One unintended consequence of this legislation appears to be that institutions may be content with only meeting the letter of the law by providing accommodations and supports for equal access to the physical plant and to academic instruction, while neglecting the social sphere. However, leading theories of persistence in higher education highlight both academic integration and social integration, as reflected in having a sense of “belonging” on campus, as key factors for student success. Emerging trends suggest that the next phase of progress for students with disabilities in higher education will be establishing and implementing shared norms about what it takes to make a campus barrier-free and welcoming – a place where disability is not seen as a marker of membership in a “special” group virtually nobody wants to be part of but is rather accepted and appreciated as an element in a valued range of diversity.
Curricula and programs designed to support students with disabilities to gain greater self-determ... more Curricula and programs designed to support students with disabilities to gain greater self-determination are typically rooted in individualistic values stressing independence and self-reliance. However, it can be cogently argued that the collectivistic value of interdependence is actually essential for self-determination in all cultures because interdependent social relationships yield the social capital that most people need to achieve their self-determined goals. Interdependent relationships should therefore be given greater weight and attention in self-determination theory and practice.
Youth with disabilities are less likely to enroll in and complete postsecondary education program... more Youth with disabilities are less likely to enroll in and complete postsecondary education programs and transition to employment than their non-disabled peers, and this is especially so for those from culturally and linguistically diverse (CLD) backgrounds. To help provide insight into factors influencing the transition process, a multi-site study was conducted using survey interviews, focus groups, and case studies, with a focus on CLD youth with disabilities. The importance of mentoring emerged as a consistent theme. Most participants cited informal mentors as role models and key motivators for gaining the social, academic, and career supports needed for success. They identified the relationships of individuals who served as mentors and what they did that helped them gain fresh perspectives and take steps toward personal, academic, and career goals. The insights gained from the research participants support greater use of mentoring to help this population.
It is widely accepted in the field of higher education that supportive social networks are import... more It is widely accepted in the field of higher education that supportive social networks are important to persistence and graduation for most students. Students with disabilities as a group would appear to have particularly high needs for social supports in view of the greater challenges they are likely to face. However, a literature review found relatively few research reports on this topic and also suggested that there might be differences in how the topic is treated in disability-focused versus higher education journals. An exercise was therefore undertaken to objectively assess possible differences between the two kinds of journal. A large number of research articles published in five higher education journals and four disability-focused journals were examined and classified according to the extent to which student social issues were addressed. In addition, the articles in the higher education journals were coded as to whether or not they included students with disabilities as a focal population. The results indicate that: (1) students with disabilities are very rarely the focus of research reported in higher education journals, and (2) articles in disability-focused journals tend to focus much more on technical issues (such as classroom accommodations and assistive technology) compared to social issues. It is suggested that the predominance of a technical focus may in part be an unintended consequence of legislation mandating equal access to higher education for people with disabilities.
A search of the peer-reviewed literature on postsecondary students with disabilities identified 6... more A search of the peer-reviewed literature on postsecondary students with disabilities identified 67 articles particularly relevant to social integration, which is well recognized as an important factor supporting the retention of postsecondary students in general. Qualitative approaches were the most common, with 43.4% of the articles reporting this as the primary method used and on the whole clearly showing that students with disabilities commonly feel that their conditions are sources of stigmatization and discrimination. Research exploring the attitudes of faculty and peers generally finds that they tend to have doubts about the capacity of students with disabilities to succeed in higher education and to sometimes avoid social interactions with them due to concerns about not knowing how to behave appropriately or communicate effectively. It is therefore understandable that a large proportion of students with hidden disabilities (learning disabilities, attention disorders, etc.) prefer to keep their disability status to themselves as much as possible. Each disability subgroup tends to have its own set of social issues. Research and practice are not well developed with regard to either enhancing the social integration of the different disability subgroups or transforming campus climates so they are welcoming for all students, including those with disabilities. The extant research is also characterized by convenience samples that make generalizations difficult. Emerging research topics include social capital and stereotype threat for students with disabilities.
This Essential Tool is designed for teachers, counselors, transition specialists, and other perso... more This Essential Tool is designed for teachers, counselors, transition specialists, and other personnel involved in transition planning and services for culturally and linguistically diverse (CLD) youth with disabilities. It summarizes current research about transition-to-adulthood issues for this population and seeks to answer the following key questions: What cultural and other strengths might CLD youth with disabilities and their families have that can enhance transition? What are common obstacles to successful transitions for CLD youth with disabilities? How can transition personnel use this knowledge to more effectively support CLD youth with disabilities to achieve their desired outcomes after high school?
The Journal of Postsecondary Education and Disability, 2014
Over the past half century higher education in the United States has been challenged to develop a... more Over the past half century higher education in the United States has been challenged to develop and implement policies and practices that effectively promote the access, retention, and graduation of diverse underrepresented populations. One of these populations is comprised of individuals with disabilities, whose equal access to higher education is mandated by Federal legislation, notably Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. One unintended consequence of this legislation appears to be that institutions may be content with only meeting the letter of the law by providing accommodations and supports for equal access to the physical plant and to academic instruction, while neglecting the social sphere. However, leading theories of persistence in higher education highlight both academic integration and social integration, as reflected in having a sense of “belonging” on campus, as key factors for student success. Emerging trends suggest that the ...
The marvels of modern science often fail to engage indigenous students, as the content and instru... more The marvels of modern science often fail to engage indigenous students, as the content and instructional style are usually rooted in the Western experience. This 3 year project, funded by the US Dept. of Education for the Education of Native Hawaiians, offers a curriculum that teaches science through (rather than just about) Native Hawaiian culture. The curriculum focuses on the interdependence of natural resources in our ahupuaa, or watersheds, and helps students strengthen their sense of place and self to malama i ka aina, to care for the land. Further, the curriculum is designed to: engage students in scientific study with relevant, interesting content and activities; improve student achievement of state department of education standards; increase student knowledge and skills in science, math and language arts; respond to the learning needs of Native Hawaiian and/or at-risk students. The project will be presented by a curriculum writer who created and adapted more than a year'...
Career Development for Exceptional Individuals, 1994
ABSTRACT The core of the education system must be transformed to make it supportive of exceptiona... more ABSTRACT The core of the education system must be transformed to make it supportive of exceptional students in transition. Attempts to improve the system by adding on programs rather than instituting core changes have not been effective. A "teaming" process that promotes school-community and interagency collaboration and infuses transition into the core of education is recommended. (JDD)
National Center on Secondary Education and …, 2005
Youth with disabilities are likely to face greater challenges than their peers without disabiliti... more Youth with disabilities are likely to face greater challenges than their peers without disabilities as they transition from high school to independent living, postsecondary education, or employment. These challenges are often even greater for youth with disabilities of ...
The Journal of Postsecondary Education and Disability, 2015
This review examines the quality of data available from various sources to answer the question, “... more This review examines the quality of data available from various sources to answer the question, “How many students in postsecondary education have a disability?” The question is surprisingly diffi cult to answer, as refl ected in Schroedel’s (2007) literature review fi nding that estimates of the number of postsecondary students with hearing impairments in the United States ranged from 25,000 to over 400,000. Such variability raises doubts about the accuracy of data on postsecondary students with disabilities (SWD). Accurate data are important for better understanding of postsecondary SWD subpopulations and for meeting statutory requirements to evaluate the effectiveness of special education and related services in preparing children with disabilities for adulthood. The Statutory Framework of Education for Individuals with Disabilities The Education for All Handicapped Children Act was passed by the US Congress in 1975 to redress the exclusion from school of numerous children due to...
Focus group interviews were conducted with special education teachers from Oahu, Hawaii and Washi... more Focus group interviews were conducted with special education teachers from Oahu, Hawaii and Washington, DC regarding self-determination for youth with emotional/behavioral disorders. Some of the teachers defined their own self-determination in individualistic terms, while highlighting the importance of collectivistic values for many of their students. Other teachers who held more collectivist–based definitions and perceptions still discussed how their own experiences differed from those of their students. Profiles of self-determination views are presented and compared to definitions and current practices in the field of special education with respect to self-determination and transition. The concepts of individualism and collectivism and of social capital are used to enhance understanding of differences in the views of the participating teachers and of the obstacles to self-determination they identify for their students. It is well known that students with disabilities, as a group, ...
special issue of the Review of Disabil-ity Studies is meant to stimulate thinking and dialogue ab... more special issue of the Review of Disabil-ity Studies is meant to stimulate thinking and dialogue about how self-determination is con-ceived and promoted by and for people with disabilities, and how the concept and its appli-cation might be enhanced to better empower and improve the quality of life of people with disabilities around the world. We decided to de-vote time and eort to this topic because of our observations that self-determination as typically presented is not a good t for cultural milieu in Hawaii and across the Pacic region. A likely reason for this lack of t emerged as we read a large proportion of the many publications on self-determination and people with disabilities: the self-determination concept as typically de-ned is rooted in the individualistic values com-mon to Western cultures, whereas most resi-dents of Hawaii and other Pacic Islands come from collectivistic cultural backgrounds. In line with the Review of Disability Stud-ies' status as an international ...
The ubiquitous terms paradigm and paradigm shift are placed in recent historical context. Paradi... more The ubiquitous terms paradigm and paradigm shift are placed in recent historical context. Paradigms guiding developmental disability services reflect overarching sets of values and principles. The principles of self-determination and community participation are currently being promoted, leading to a service paradigm which fosters natural supports in the community, as opposed to the prevailing community program paradigm which stresses service provision by professionals. The support paradigm is presented as a practical response to severe resource constraints which can also help bridge differences between "empiricists" and "advocates", who operate according to divergent sets of principles.
The most widely cited statistics on postsecondary students with disabilities in the United States... more The most widely cited statistics on postsecondary students with disabilities in the United States are based on the Department of Education’s quadrennial National Postsecondary Student Aid Study (NPSAS). However, these statistics are called into question by their substantial variability across NPSAS administrations and by results of the second National Longitudinal Transition Study (NLTS2). For example, according to NPSAS 2008 telephone survey results, fewer than 10% of postsecondary students with disabilities reported having learning disabilities, compared to the NLTS2 finding of nearly 70%. The NLTS2 results can be considered to be of superior validity and reliability given that study’s (1) longitudinal tracking into early adulthood of a large nationally representative sample of high school students in special education and (2) categorization of participants as to their disabilities based on their school records. By contrast, the cross-sectional NPSAS relies on self-reports by postsecondary students who are likely to interpret questions about disabilities in varied ways. In addition, many NPSAS participants may decline to identify themselves as having disabilities, as suggested by NLTS2 findings that most postsecondary students with disabilities decide not to self-disclose to their institutions. It appears that NPSAS disability statistics are misleading and their dissemination should be discontinued. Given the potential utility of accurate data on students with disabilities, postsecondary education institutions may want to consider conducting their own campus-level disability surveys.
Over the past half century higher education in the United States has been challenged to develop a... more Over the past half century higher education in the United States has been challenged to develop and implement policies and practices that effectively promote the access, retention, and graduation of diverse underrepresented populations. One of these populations is comprised of individuals with disabilities, whose equal access to higher education is mandated by Federal legislation, notably Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. One unintended consequence of this legislation appears to be that institutions may be content with only meeting the letter of the law by providing accommodations and supports for equal access to the physical plant and to academic instruction, while neglecting the social sphere. However, leading theories of persistence in higher education highlight both academic integration and social integration, as reflected in having a sense of “belonging” on campus, as key factors for student success. Emerging trends suggest that the next phase of progress for students with disabilities in higher education will be establishing and implementing shared norms about what it takes to make a campus barrier-free and welcoming – a place where disability is not seen as a marker of membership in a “special” group virtually nobody wants to be part of but is rather accepted and appreciated as an element in a valued range of diversity.
Curricula and programs designed to support students with disabilities to gain greater self-determ... more Curricula and programs designed to support students with disabilities to gain greater self-determination are typically rooted in individualistic values stressing independence and self-reliance. However, it can be cogently argued that the collectivistic value of interdependence is actually essential for self-determination in all cultures because interdependent social relationships yield the social capital that most people need to achieve their self-determined goals. Interdependent relationships should therefore be given greater weight and attention in self-determination theory and practice.
Youth with disabilities are less likely to enroll in and complete postsecondary education program... more Youth with disabilities are less likely to enroll in and complete postsecondary education programs and transition to employment than their non-disabled peers, and this is especially so for those from culturally and linguistically diverse (CLD) backgrounds. To help provide insight into factors influencing the transition process, a multi-site study was conducted using survey interviews, focus groups, and case studies, with a focus on CLD youth with disabilities. The importance of mentoring emerged as a consistent theme. Most participants cited informal mentors as role models and key motivators for gaining the social, academic, and career supports needed for success. They identified the relationships of individuals who served as mentors and what they did that helped them gain fresh perspectives and take steps toward personal, academic, and career goals. The insights gained from the research participants support greater use of mentoring to help this population.
It is widely accepted in the field of higher education that supportive social networks are import... more It is widely accepted in the field of higher education that supportive social networks are important to persistence and graduation for most students. Students with disabilities as a group would appear to have particularly high needs for social supports in view of the greater challenges they are likely to face. However, a literature review found relatively few research reports on this topic and also suggested that there might be differences in how the topic is treated in disability-focused versus higher education journals. An exercise was therefore undertaken to objectively assess possible differences between the two kinds of journal. A large number of research articles published in five higher education journals and four disability-focused journals were examined and classified according to the extent to which student social issues were addressed. In addition, the articles in the higher education journals were coded as to whether or not they included students with disabilities as a focal population. The results indicate that: (1) students with disabilities are very rarely the focus of research reported in higher education journals, and (2) articles in disability-focused journals tend to focus much more on technical issues (such as classroom accommodations and assistive technology) compared to social issues. It is suggested that the predominance of a technical focus may in part be an unintended consequence of legislation mandating equal access to higher education for people with disabilities.
A search of the peer-reviewed literature on postsecondary students with disabilities identified 6... more A search of the peer-reviewed literature on postsecondary students with disabilities identified 67 articles particularly relevant to social integration, which is well recognized as an important factor supporting the retention of postsecondary students in general. Qualitative approaches were the most common, with 43.4% of the articles reporting this as the primary method used and on the whole clearly showing that students with disabilities commonly feel that their conditions are sources of stigmatization and discrimination. Research exploring the attitudes of faculty and peers generally finds that they tend to have doubts about the capacity of students with disabilities to succeed in higher education and to sometimes avoid social interactions with them due to concerns about not knowing how to behave appropriately or communicate effectively. It is therefore understandable that a large proportion of students with hidden disabilities (learning disabilities, attention disorders, etc.) prefer to keep their disability status to themselves as much as possible. Each disability subgroup tends to have its own set of social issues. Research and practice are not well developed with regard to either enhancing the social integration of the different disability subgroups or transforming campus climates so they are welcoming for all students, including those with disabilities. The extant research is also characterized by convenience samples that make generalizations difficult. Emerging research topics include social capital and stereotype threat for students with disabilities.
This Essential Tool is designed for teachers, counselors, transition specialists, and other perso... more This Essential Tool is designed for teachers, counselors, transition specialists, and other personnel involved in transition planning and services for culturally and linguistically diverse (CLD) youth with disabilities. It summarizes current research about transition-to-adulthood issues for this population and seeks to answer the following key questions: What cultural and other strengths might CLD youth with disabilities and their families have that can enhance transition? What are common obstacles to successful transitions for CLD youth with disabilities? How can transition personnel use this knowledge to more effectively support CLD youth with disabilities to achieve their desired outcomes after high school?
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