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Special education and college enroll...

McManus, Robert A.

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Special education and college enrollment: A secondary analysis of the national postsecondary student aid data.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Special education and college enrollment: A secondary analysis of the national postsecondary student aid data./
作者:	McManus, Robert A.
面頁冊數:	131 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1734.
Contained By:	Dissertation Abstracts International65-05A.
標題:	Education, Special. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3135090
ISBN:	0496823146

Special education and college enrollment: A secondary analysis of the national postsecondary student aid data.
McManus, Robert A.

Special education and college enrollment: A secondary analysis of the national postsecondary student aid data. - 131 p.

Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1734.

Thesis (Ed.D.)--Morgan State University, 2004.

The purpose of this study was to investigate whether there has been an increase in the number of students with disabilities who have matriculated to postsecondary educational institutions since the implementation of the 1997 amendments to the Individuals with Disabilities Education Act (IDEA 1997). Students with special needs have enrolled in postsecondary institutions in lower numbers than their non-disabled peers, as educators, administrators, parents, and the students themselves considered education beyond high school to be an unrealistic possibility. Following years of research related to the cognitive and academic capabilities of special education students, the policy-makers who crafted the 1997 amendments to IDEA insisted that language be included that challenged existing disability biases. The result was the inclusion of directives that mandated the preparation, encouragement and support of postsecondary educational outcomes for students with disabilities.

ISBN: 0496823146Subjects--Topical Terms:

606639
Education, Special.

Special education and college enrollment: A secondary analysis of the national postsecondary student aid data.
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245 1 0 $a Special education and college enrollment: A secondary analysis of the national postsecondary student aid data.
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500 $a Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1734.
500 $a Adviser: Soloman Alao.
502 $a Thesis (Ed.D.)--Morgan State University, 2004.
520 $a The purpose of this study was to investigate whether there has been an increase in the number of students with disabilities who have matriculated to postsecondary educational institutions since the implementation of the 1997 amendments to the Individuals with Disabilities Education Act (IDEA 1997). Students with special needs have enrolled in postsecondary institutions in lower numbers than their non-disabled peers, as educators, administrators, parents, and the students themselves considered education beyond high school to be an unrealistic possibility. Following years of research related to the cognitive and academic capabilities of special education students, the policy-makers who crafted the 1997 amendments to IDEA insisted that language be included that challenged existing disability biases. The result was the inclusion of directives that mandated the preparation, encouragement and support of postsecondary educational outcomes for students with disabilities.
520 $a In general, this descriptive study examined the impact of IDEA 1997. Specifically, it explored aspects such as the under-representation of special education students in the college preparation process, the impact of teacher encouragement, the effects of disability bias upon student outcomes, and the benefits of those outcomes. Factors related to gender, race, age, and fields of study were also examined to determine their effects upon the matriculation of students with disabilities both before and after the implementation of IDEA 1997.
520 $a Data were acquired from the National Postsecondary Student Aid Studies (NPSAS) conducted for the 1995--1996 and the 1999--2000 academic years. Both were chosen as they facilitate the examination of postsecondary enrollment rates before and after the implementation of IDEA 1997. Data from the Baccalaureate and Beyond Longitudinal Studies (BBLS) were also used to examine the rates of graduation and postgraduate school enrollment trends of students with disabilities.
520 $a Results of this study indicate that a federal mandate, crafted in a manner similar to that of IDEA 1997, can become an effective catalyst for social change. Initially, its implementation resulted in the establishment of Transition Services units whose purpose is to advocate for special education students and to train educators to prepare, encourage, and support the postsecondary aspirations of such students. Further, Transition Services units are required to provide information related to financial resources that facilitate matriculation to institutions of higher learning. This study revealed that there has been an increase in the number of disabled students enrolled in undergraduate and graduate programs. Future studies on this issue should also include data from educational leaders in both the secondary and postsecondary realms to provide their respective perceptions of IDEA 1997 and its strengths and weaknesses.
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