Student Perceptions of College-Readiness, College Services and Supports, and Family Involvement in College: An Exploratory Study

Student Perceptions of College-Readiness, College Services and Supports, and Family Involvement... Although increasing numbers of students with disabilities are attending college, they graduate at lower rates compared to students without disabilities. In order to understand how to effectively prepare students with disabilities and provide mean- ingful support to college students with disabilities, we investigated the experiences of students registered with the disability service office at a public university located in the eastern region of the U.S. to learn about (a) the degree to which they felt prepared to enter college, (b) the disability-related services they received in college, (c) their perspectives of services received, (d) suggestions for improving services, and (e) their perspectives family involvement in college. We report mixed-methods findings from participants and provide implications for policy and practice. Keywords College · Disability · Services · Transition · Family Introduction Despite the encouraging increase in rates of students with disabilities attending college, multiple barriers continue to A college education results in numerous benefits, including stymie students’ progress and successful completion of a increased rates of employment, higher levels of income, and college degree. For example, student needs, such as social greater opportunities for health care, retirement, and finan- and communication skills, self-advocacy skills, and time- cial stability (Trostel 2015). Increasing numbers of students http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Autism and Developmental Disorders Springer Journals

Student Perceptions of College-Readiness, College Services and Supports, and Family Involvement in College: An Exploratory Study

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Publisher
Springer US
Copyright
Copyright © 2018 by Springer Science+Business Media, LLC, part of Springer Nature
Subject
Psychology; Child and School Psychology; Pediatrics; Neurosciences; Public Health
ISSN
0162-3257
eISSN
1573-3432
D.O.I.
10.1007/s10803-018-3622-x
Publisher site
See Article on Publisher Site

Abstract

Although increasing numbers of students with disabilities are attending college, they graduate at lower rates compared to students without disabilities. In order to understand how to effectively prepare students with disabilities and provide mean- ingful support to college students with disabilities, we investigated the experiences of students registered with the disability service office at a public university located in the eastern region of the U.S. to learn about (a) the degree to which they felt prepared to enter college, (b) the disability-related services they received in college, (c) their perspectives of services received, (d) suggestions for improving services, and (e) their perspectives family involvement in college. We report mixed-methods findings from participants and provide implications for policy and practice. Keywords College · Disability · Services · Transition · Family Introduction Despite the encouraging increase in rates of students with disabilities attending college, multiple barriers continue to A college education results in numerous benefits, including stymie students’ progress and successful completion of a increased rates of employment, higher levels of income, and college degree. For example, student needs, such as social greater opportunities for health care, retirement, and finan- and communication skills, self-advocacy skills, and time- cial stability (Trostel 2015). Increasing numbers of students

Journal

Journal of Autism and Developmental DisordersSpringer Journals

Published: Jun 5, 2018

References

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