Relentless Optimism: Inclusive Postsecondary Opportunities for Students with Significant Disabilities

Autor/inn/en	Causton-Theoharis, Julie; Ashby, Christine; DeClouette, Nicole
Titel	Relentless Optimism: Inclusive Postsecondary Opportunities for Students with Significant Disabilities
Quelle	In: Journal of Postsecondary Education and Disability, 22 (2009) 2, S.88-105 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Head Injuries; Psychological Patterns; Severe Disabilities; Inclusive Schools; Mainstreaming; College Students; Postsecondary Education; Mental Retardation; Autism; Neurological Impairments; Interviews; Barriers; Attitudes toward Disabilities; Access to Education; Student Needs; Special Needs Students; College Faculty; Teacher Attitudes; Student Attitudes; New York + Suchen Sie Ihr Suchwort? Kopfverletzung; Severe disability; Schwerbehinderung; Inclusive school; Integrative Schule; Collegestudent; Post-secondary education; Tertiäre Bildung; Geistige Behinderung; Autismus; Neurodegenerative Erkrankung; Interviewing; Interviewtechnik; Education; Access; Bildung; Zugang; Bildungszugang; Sonderpädagogischer Förderbedarf; Fakultät; Lehrerverhalten; Schülerverhalten
Abstract	Some universities and colleges across the country are creating opportunities for young adults with significant disabilities to meaningfully participate in postsecondary education. Students with significant disabilities are now attending college classes with peers without disabilities either during or after high school. In this qualitative study we investigate two programs housed in Central New York that support students labeled with significant disabilities (i.e., cognitive disabilities, intellectual disabilities, traumatic brain injury, and autism) so they can attend college classes in inclusive settings. For this study we interviewed major stakeholders in these programs and asked research questions focused on the benefits and obstacles to implementation. Our findings suggest that these programs benefit students with disabilities, college classmates, and professors. The obstacles to these programs were institutional, logistical, and attitudinal in nature. We conclude by presenting the implications of these findings and raise questions for future research. (Contains 4 tables.) (As Provided).
Anmerkungen	Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: ahead@ahead.org; Web site: http://www.ahead.org/publications/jped
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10