東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Promoting Equity in Education: Under...

Davidson, Britta.

Linked to FindBook

Google Book

Amazon

博客來

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Promoting Equity in Education: Understanding the Secondary Lived Experiences that Propelled Intellectually Disabled Students to Continue Their Education in College./
Author:	Davidson, Britta.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	213 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10750258
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. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 213 p.

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

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

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.

ISBN: 9780355795363Subjects--Topical Terms:

516693
Special education.

Promoting Equity in Education: Understanding the Secondary Lived Experiences that Propelled Intellectually Disabled Students to Continue Their Education in College.
LDR:03270nmm a2200373 4500 001 2161203
005 20180821113842.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780355795363
035 $a (MiAaPQ)AAI10750258
035 $a (MiAaPQ)brandman:10386
035 $a AAI10750258
040 $a MiAaPQ $c MiAaPQ
100 1 $a Davidson, Britta. $3 3349164
245 1 0 $a Promoting Equity in Education: Understanding the Secondary Lived Experiences that Propelled Intellectually Disabled Students to Continue Their Education in College.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 213 p.
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.
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.
590 $a School code: 1772.
650 4 $a Special education. $3 516693
650 4 $a Higher education. $3 641065
650 4 $a Disability studies. $3 543687
650 4 $a Vocational education. $3 539232
690 $a 0529
690 $a 0745
690 $a 0201
690 $a 0747
710 2 $a Brandman University. $b School of Education. $3 3174521
773 0 $t Dissertation Abstracts International $g 79-08A(E).
790 $a 1772
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10750258