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Self-Determination in College Programs for Students with Intellectual Disabilities
| Title: | Self-Determination in College Programs for Students with Intellectual Disabilities. |
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| Name(s): |
Wright, Melody M., author Duffy, Mary L., Thesis advisor Florida Atlantic University, Degree grantor College of Education Department of Exceptional Student Education |
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| Type of Resource: | text | |
| Genre: | Electronic Thesis Or Dissertation | |
| Date Created: | 2017 | |
| Date Issued: | 2017 | |
| Publisher: | Florida Atlantic University | |
| Place of Publication: | Boca Raton, Fla. | |
| Physical Form: | application/pdf | |
| Extent: | 110 p. | |
| Language(s): | English | |
| Summary: | One of the ways students with an intellectual disability (ID) can reach their fullest potential is by attending an institution of higher education; too few universities and colleges offer programs for these students. There are over 3,000 universities and colleges throughout the United State, yet only 272 of them offer programs for students with an ID (Think College, 2017). Within the identified programs, there is variation in location, length, goals, and methods (Grigal, Hart, & Weir, 2012). This study used an iterative classification process to first identify the programs serving students with ID located on college campuses, then analyze program websites to determine how they increase selfdetermination (SD). Phase 1 of the study used categorical sorting to identify programs that (a) served students with identified intellectual disabilities who had exited the school system; (b) were located on a college campus; (c) were run by a college; and (d) followed a college semester/quarter calendar. Phase 2 involved reviewing the websites for the programs meeting those criteria to identify self-determination activities and classes. In Phase 3 of the study, an online survey was sent to program administrators to verify and expand the description of self-determination activities. Results of this study show college programs for students with ID promote SD through instruction; however, the teaching methods vary from program to program. SD instruction is delivered by staff, peer mentors, and faculty. Programs measure SD outcomes; however, the tools used vary from program to program, and they are not applied systematically. The examination of college program practices and outcomes is central to further program development. Future research is needed to determine long-term independent living and employment outcomes of students with ID who attend college programs. | |
| Identifier: | FA00004970 (IID) | |
| Degree granted: | Dissertation (Ph.D.)--Florida Atlantic University, 2017. | |
| Collection: | FAU Electronic Theses and Dissertations Collection | |
| Note(s): | Includes bibliography. | |
| Subject(s): |
Dissertations, Academic -- Florida Atlantic University Students with disabilities--Education. Intellectual disabilities. Education, Higher |
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| Held by: | Florida Atlantic University Libraries | |
| Sublocation: | Digital Library | |
| Links: | http://purl.flvc.org/fau/fd/FA00004980 | |
| Persistent Link to This Record: | http://purl.flvc.org/fau/fd/FA00004970 | |
| Use and Reproduction: | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. | |
| Use and Reproduction: | http://rightsstatements.org/vocab/InC/1.0/ | |
| Host Institution: | FAU | |
| Is Part of Series: | Florida Atlantic University Digital Library Collections. |
