5-day program helps students with disabilities transition to college more smoothly

2015 ◽  
Vol 20 (10) ◽  
pp. 1-5
Author(s):  
Cynthia Gomez
Keyword(s):  
Students With Disabilities ◽  
Transition To College ◽  
Day Program

scholarly journals Impact of the Americans With Disabilities Act Amendments Act on Documentation for Students With Disabilities in Transition to College: Implications for Practitioners

2018 ◽  
Vol 42 (1) ◽  
pp. 56-63 ◽  
Author(s):  
Walter R. Keenan ◽  
Joseph W. Madaus ◽  
Allison R. Lombardi ◽  
Lyman L. Dukes
Keyword(s):  
Students With Disabilities ◽  
Americans With Disabilities Act ◽  
Functional Limitations ◽  
Relevant Information ◽  
Professional Staff ◽  
Transition To College ◽  
Academic Accommodations ◽  
Education Experience ◽  
New Interpretation ◽  
Definition Of

The Americans With Disabilities Act Amendments Act of 2008 expanded the legal definition of disability to establish broader coverage for individuals with disabilities, including college students, than the definition in the Americans With Disabilities Act of 1990. The new interpretation of the definition of disability shifted the main purpose of documentation from proving eligibility for services as a person with a disability to determining appropriate academic accommodations. This change in the law, and subsequent Department of Justice regulations, enhances the importance of documentation from a student’s secondary education experience that may provide relevant information concerning functional limitations and the need for academic accommodations. This article provides practical guidance to high school professional staff in preparing disability documentation for students’ transition to college.

Persistence to Graduation for Students With Disabilities: Implications for Performance-Based Outcomes

2016 ◽  
Vol 19 (4) ◽  
pp. 362-380 ◽  
Author(s):  
William Knight ◽  
Roger D. Wessel ◽  
Larry Markle
Keyword(s):  
Longitudinal Study ◽  
Students With Disabilities ◽  
Degree Completion ◽  
Research University ◽  
Transition To College ◽  
Institutional Performance ◽  
Policy And Practice ◽  
Time To Degree ◽  
Time To Degree Completion ◽  
Retention And Graduation Rates

The study sought to determine whether students with disabilities are disadvantaged because of state and institutional performance-based policies providing incentives for 4-year graduation. In a longitudinal study of 32,187 students at a Midwestern Research University, the retention and graduation rates, and mean years to graduation, of students with disabilities were compared with students without disabilities. This study demonstrated that the presence of a disability does not negatively influence eventual graduation, but that it does influence the amount of time to degree completion. However, as the transition to college for students with disabilities can be more difficult, it is important that the institution has interventions in place to assist students with disabilities to assimilate into college. The discussion focuses on policy and practice implications linked to performance-based outcomes related to students with disabilities.

College students with disabilities redefine activism: Self-advocacy, storytelling, and collective action.

2016 ◽  
Vol 9 (3) ◽  
pp. 245-260 ◽  
Author(s):  
Ezekiel W. Kimball ◽  
Adam Moore ◽  
Annemarie Vaccaro ◽  
Peter F. Troiano ◽  
Barbara M. Newman
Keyword(s):  
College Students ◽  
Collective Action ◽  
Students With Disabilities ◽  
Self Advocacy ◽  
College Students With Disabilities

Trajectories of positive and negative affect across the transition to college: The role of daily interactions with parents and friends.

2018 ◽  
Vol 54 (11) ◽  
pp. 2181-2192 ◽  
Author(s):  
Adam A. Rogers ◽  
Kimberly A. Updegraff ◽  
Masumi Iida ◽  
Thomas J. Dishion ◽  
Leah D. Doane ◽  
...  
Keyword(s):  
Negative Affect ◽  
Transition To College ◽  
Positive And Negative Affect ◽  
Daily Interactions
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