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

Student, Parent, and Staff Perceptio...

Leczycki, Aneta.

Linked to FindBook

Google Book

Amazon

博客來

Student, Parent, and Staff Perceptions of Student Experiences Derived from Enrollment in College Inclusion Programs for Students with Significant Disabilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Student, Parent, and Staff Perceptions of Student Experiences Derived from Enrollment in College Inclusion Programs for Students with Significant Disabilities./
Author:	Leczycki, Aneta.
Description:	133 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
Contained By:	Dissertation Abstracts International76-01A(E).
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3633312
ISBN:	9781321129649

Student, Parent, and Staff Perceptions of Student Experiences Derived from Enrollment in College Inclusion Programs for Students with Significant Disabilities.
Leczycki, Aneta.

Student, Parent, and Staff Perceptions of Student Experiences Derived from Enrollment in College Inclusion Programs for Students with Significant Disabilities. - 133 p.

Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2014.

The purpose of this study was to gain a better understating of the college life experiences of students enrolled in college inclusion programs as viewed from the perspectives of the students themselves, their parents or guardians, and program staff. This was accomplished in the present study via qualitative research. A total of 12 participants were recruited across three different college inclusion programs in order to participate in the data collection interview process. Five primary themes were identified based on the analysis of the interviews completed by participants in the three major stakeholder groups. The common themes identified were: (a) Autonomy, (b) Relatedness, (c) Competence, (d) Identity, and (e) Program Analysis. One additional theme was identified only through the staff interviews, Individual Considerations. The three major stakeholders described the college life experiences for students with significant disabilities as consisting of varying opportunities for experience and growth in the domains of autonomy, relatedness, competence and identity. The three major stakeholders further identified program analysis to be a factor that can be expected to influence the other domains. Moreover, program staff, who were able to provide a unique administrative perspective, also identified individual considerations as another factor likely to influence experiences. The six themes that emerged from analysis of interview responses represent experiences that students may find through enrollment in college inclusion programs.

ISBN: 9781321129649Subjects--Topical Terms:

517650
Educational psychology.

Student, Parent, and Staff Perceptions of Student Experiences Derived from Enrollment in College Inclusion Programs for Students with Significant Disabilities.
LDR:02587nmm a2200301 4500 001 2066275
005 20151223084718.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321129649
035 $a (MiAaPQ)AAI3633312
035 $a AAI3633312
040 $a MiAaPQ $c MiAaPQ
100 1 $a Leczycki, Aneta. $3 3181053
245 1 0 $a Student, Parent, and Staff Perceptions of Student Experiences Derived from Enrollment in College Inclusion Programs for Students with Significant Disabilities.
300 $a 133 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
500 $a Advisers: Norman L. Berven; Brian N. Phillips.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2014.
520 $a The purpose of this study was to gain a better understating of the college life experiences of students enrolled in college inclusion programs as viewed from the perspectives of the students themselves, their parents or guardians, and program staff. This was accomplished in the present study via qualitative research. A total of 12 participants were recruited across three different college inclusion programs in order to participate in the data collection interview process. Five primary themes were identified based on the analysis of the interviews completed by participants in the three major stakeholder groups. The common themes identified were: (a) Autonomy, (b) Relatedness, (c) Competence, (d) Identity, and (e) Program Analysis. One additional theme was identified only through the staff interviews, Individual Considerations. The three major stakeholders described the college life experiences for students with significant disabilities as consisting of varying opportunities for experience and growth in the domains of autonomy, relatedness, competence and identity. The three major stakeholders further identified program analysis to be a factor that can be expected to influence the other domains. Moreover, program staff, who were able to provide a unique administrative perspective, also identified individual considerations as another factor likely to influence experiences. The six themes that emerged from analysis of interview responses represent experiences that students may find through enrollment in college inclusion programs.
590 $a School code: 0262.
650 4 $a Educational psychology. $3 517650
650 4 $a Special education. $3 516693
650 4 $a Higher education administration. $3 2122863
650 4 $a Higher education. $3 641065
690 $a 0525
690 $a 0529
690 $a 0446
690 $a 0745
710 2 $a The University of Wisconsin - Madison. $b Rehabilitation Psychology. $3 3181054
773 0 $t Dissertation Abstracts International $g 76-01A(E).
790 $a 0262
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3633312