國立虎尾科技大學 |

Promoting Equity in Education : = Understanding the Secondary Lived Experiences that Propelled Intellectually Disabled Students to Continue Their Education in College.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Promoting Equity in Education :/
其他題名:	Understanding the Secondary Lived Experiences that Propelled Intellectually Disabled Students to Continue Their Education in College.
作者:	Davidson, Britta.
面頁冊數:	1 online resource (213 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
標題:	Special education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355795363

Promoting Equity in Education : = Understanding the Secondary Lived Experiences that Propelled Intellectually Disabled Students to Continue Their Education in College.
Davidson, Britta.

Promoting Equity in Education :Understanding the Secondary Lived Experiences that Propelled Intellectually Disabled Students to Continue Their Education in College. - 1 online resource (213 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ed.D.)--Brandman University, 2018.

Includes bibliographical references

Purpose. The purpose of this ethnographic study was to investigate and describe the secondary school supports, experiences, and exposures of students with intellectual disabilities participating in post-secondary education settings in southern California, that were designed based on the Think College Standards-Based Conceptual Framework for Inclusive Higher Education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355795363Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Promoting Equity in Education : = Understanding the Secondary Lived Experiences that Propelled Intellectually Disabled Students to Continue Their Education in College.
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245 1 0 $a Promoting Equity in Education : $b Understanding the Secondary Lived Experiences that Propelled Intellectually Disabled Students to Continue Their Education in College.
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500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
500 $a Adviser: Jeffrey Lee.
502 $a Thesis (Ed.D.)--Brandman University, 2018.
504 $a Includes bibliographical references
520 $a Purpose. The purpose of this ethnographic study was to investigate and describe the secondary school supports, experiences, and exposures of students with intellectual disabilities participating in post-secondary education settings in southern California, that were designed based on the Think College Standards-Based Conceptual Framework for Inclusive Higher Education.
520 $a Methodology. This qualitative, ethnographic study investigated and described the secondary lived experiences of students with ID who currently attend or have attended one of the 263 PSE programs for students with ID that are included in the Think College Framework for Inclusive Higher Education. Convenience sampling was used because it reflected the available group of subjects that were accessible to the researcher within a reasonable distance for data collection procedures. The data collected included interviews, observations, and artifacts.
520 $a Findings. Examination of this qualitative, ethnographic study indicated a variety of findings: first, the involvement and use of ongoing community resources and their connections to PSE; second, routinely developed and practiced self-determination and vocational skills in secondary school; third, consistent participation and experiences that occurred in inclusive academic settings in secondary school; fourth, the family played an instrumental role in the transition process; and, lastly, a relationship with a mentor who was deeply vested in the success of their future propelled students with ID to attend PSE.
520 $a Conclusions. The study supported the findings and it was determined that students benefit from receiving information, practicing essential skills, engagement in decision-making, participation in rigorous settings, positive learning environments, collaborative efforts, increased services, and relevant college-like experiences to succeed in transitioning into PSE.
520 $a Recommendations. Further research is recommended to examine secondary programs, supports, inclusion models, legal components, vocational programs, and special education and teacher staff roles related to supporting students with ID.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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710 2 $a Brandman University. $b School of Education. $3 1179703
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