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A Qualitative Meta-synthesis Examini...

Knettler, Ann S.

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A Qualitative Meta-synthesis Examining Instances of Ableism and Able-Bodied Privilege as Experienced by Students with Disabilities in Higher Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Qualitative Meta-synthesis Examining Instances of Ableism and Able-Bodied Privilege as Experienced by Students with Disabilities in Higher Education./
Author:	Knettler, Ann S.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	120 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
Subject:	Higher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28027727
ISBN:	9798684636769

A Qualitative Meta-synthesis Examining Instances of Ableism and Able-Bodied Privilege as Experienced by Students with Disabilities in Higher Education.
Knettler, Ann S.

A Qualitative Meta-synthesis Examining Instances of Ableism and Able-Bodied Privilege as Experienced by Students with Disabilities in Higher Education. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 120 p.

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Thesis (Ed.D.)--Delaware State University, 2020.

This item must not be sold to any third party vendors.

This qualitative, non-experimental meta-synthesis studied instances of ableism and able-body privilege for students with disabilities in higher education found in empirical research studies through a meta-synthesis. The study was grounded in phenomenological research and through the lens of the Social Model of Disability. Emerging themes were identified, using semantical coding and theming, across ten carefully selected empirical studies. The research in this meta-synthesis was designed around the central research question, what instances of ableism and able-body privilege are preventing students with disabilities from their overall equity of access to the higher education experience? The research was further designed to examine the researcher's hypothesis that negative perceptions of disability and lack of education about ableism and able-body privilege are the causes of instances of ableism, able-body privilege, and inequitable access for students with disabilities in higher education. Through rigorous and methodical coding, findings indicate specific themed experiences or phenomena of ableism and able-body privilege directly relating to a student's experience of an equitable educational experience. Further, coding across the ten carefully chosen empirical research studies produced an answer to the researcher's hypothesis and further implications for the field of higher education.

ISBN: 9798684636769Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Able-body privilege

A Qualitative Meta-synthesis Examining Instances of Ableism and Able-Bodied Privilege as Experienced by Students with Disabilities in Higher Education.
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520 $a This qualitative, non-experimental meta-synthesis studied instances of ableism and able-body privilege for students with disabilities in higher education found in empirical research studies through a meta-synthesis. The study was grounded in phenomenological research and through the lens of the Social Model of Disability. Emerging themes were identified, using semantical coding and theming, across ten carefully selected empirical studies. The research in this meta-synthesis was designed around the central research question, what instances of ableism and able-body privilege are preventing students with disabilities from their overall equity of access to the higher education experience? The research was further designed to examine the researcher's hypothesis that negative perceptions of disability and lack of education about ableism and able-body privilege are the causes of instances of ableism, able-body privilege, and inequitable access for students with disabilities in higher education. Through rigorous and methodical coding, findings indicate specific themed experiences or phenomena of ableism and able-body privilege directly relating to a student's experience of an equitable educational experience. Further, coding across the ten carefully chosen empirical research studies produced an answer to the researcher's hypothesis and further implications for the field of higher education.
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