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Understanding and Amplifying the Experiences of Students with Disabilities: A Study of Self-Determination and the Quality of Student Life in Post-Secondary Settings.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Understanding and Amplifying the Experiences of Students with Disabilities: A Study of Self-Determination and the Quality of Student Life in Post-Secondary Settings./
作者:	Vasquez, Carla Julieta Aguilera.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	181 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-10, Section: A.
Contained By:	Dissertations Abstracts International83-10A.
標題:	Charter of Rights-Canada. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29043310
ISBN:	9798209932451

Understanding and Amplifying the Experiences of Students with Disabilities: A Study of Self-Determination and the Quality of Student Life in Post-Secondary Settings.
Vasquez, Carla Julieta Aguilera.

Understanding and Amplifying the Experiences of Students with Disabilities: A Study of Self-Determination and the Quality of Student Life in Post-Secondary Settings. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 181 p.

Source: Dissertations Abstracts International, Volume: 83-10, Section: A.

Thesis (Ph.D.)--McGill University (Canada), 2021.

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

In the past two decades, practice and research have progressively shifted in focus from models of dysfunction, deficits, and segregation toward views and attitudes that instead reflect inclusion, visibility, and advocacy (Wehmeyer, 2004). In reference to these changes, quality of life (QOL) and self-determination (SD) have emerged as important constructs to capture this changing vision and offer more holistic and comprehensive frameworks with which to study the heterogeneous and unique experiences of students with disabilities (Wehmeyer & Schalock, 2001). Although enrollment of students with disabilities in post-secondary environments has continued to increase, post-secondary settings have remained a largely unexplored area compared to elementary and secondary settings (Ju at el. 2017). This mixed methods study aims to explore the experiences of students with disability in sample of post-secondary students with visible and invisible disabilities. Results revealed differences in reported levels of SD for students living with visible and invisible disabilities. Furthermore, SD predicted overall levels of student quality of life (SQL). Thematic analyses uncovered components of SD that participants identified as more salient in their definitions of SD such as self-autonomy, advocacy, goal- setting, and perceived control. Participants also identified internal and external barriers as well as facilitators related to the expressions of SD in post-secondary settings. Internal barriers highlighted by participants related to emotional difficulties and negative self-perceptions, while external barriers related to financial stressors, institutional barriers, inaccessible or unsupportive leaning environments, COVID-19, as well as stigma. Facilitators included having an understanding of specific SD processes (i.e, when to deploy SD skills, level of SD, development of SD) and social support. This study will help inform the development of educational advances and responsive supports geared toward building inclusive post-secondary environments.

ISBN: 9798209932451Subjects--Topical Terms:

3562017
Charter of Rights-Canada.

Understanding and Amplifying the Experiences of Students with Disabilities: A Study of Self-Determination and the Quality of Student Life in Post-Secondary Settings.
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520 $a In the past two decades, practice and research have progressively shifted in focus from models of dysfunction, deficits, and segregation toward views and attitudes that instead reflect inclusion, visibility, and advocacy (Wehmeyer, 2004). In reference to these changes, quality of life (QOL) and self-determination (SD) have emerged as important constructs to capture this changing vision and offer more holistic and comprehensive frameworks with which to study the heterogeneous and unique experiences of students with disabilities (Wehmeyer & Schalock, 2001). Although enrollment of students with disabilities in post-secondary environments has continued to increase, post-secondary settings have remained a largely unexplored area compared to elementary and secondary settings (Ju at el. 2017). This mixed methods study aims to explore the experiences of students with disability in sample of post-secondary students with visible and invisible disabilities. Results revealed differences in reported levels of SD for students living with visible and invisible disabilities. Furthermore, SD predicted overall levels of student quality of life (SQL). Thematic analyses uncovered components of SD that participants identified as more salient in their definitions of SD such as self-autonomy, advocacy, goal- setting, and perceived control. Participants also identified internal and external barriers as well as facilitators related to the expressions of SD in post-secondary settings. Internal barriers highlighted by participants related to emotional difficulties and negative self-perceptions, while external barriers related to financial stressors, institutional barriers, inaccessible or unsupportive leaning environments, COVID-19, as well as stigma. Facilitators included having an understanding of specific SD processes (i.e, when to deploy SD skills, level of SD, development of SD) and social support. This study will help inform the development of educational advances and responsive supports geared toward building inclusive post-secondary environments.
520 $a Au cours des deux dernieres decennies, la pratique et la recherche se sont progressivement deplacees des modeles de dysfonctionnement, de deficits et de segregation vers des points de vue et des attitudes qui refletent plutot l'inclusion, la visibilite et le plaidoyer (Wehmeyer, 2004). Suite a ces changements, la qualite de vie (QV) et l'autodetermination (DS) sont apparues comme des concepts importants pour saisir cette vision changeante et offrir des cadres plus holistiques et complets permettant d'etudier les experiences heterogenes et uniques des etudiants handicapes (Wehmeyer et Schalock, 2001). Bien que les inscriptions d'etudiants avec handicapes dans les milieux postsecondaires aient continue d'augmenter, les etablissements postsecondaires sont restes un domaine largement inexplore par rapport aux etablissements elementaires et secondaires (Ju at el.2017). Cette etude a methodes mixtes vise a explorer les experiences des etudiants en situation de handicap dans un echantillon d'etudiants de niveau postsecondaire ayant des handicaps visibles et invisibles. Les resultats ont revele des differences dans les niveaux de DS rapportes pour les eleves vivant avec des handicaps visibles et invisibles. De plus, le DS a predit les niveaux globaux de qualite de vie des etudiants (QVE). Des analyses thematiques ont revele des composantes du DS que les participants ont identifiees comme plus saillantes dans leurs definitions de DS, telles que l'autonomie, le plaidoyer, l'etablissement d'objectifs et le controle percu. Les participants ont egalement identifie des obstacles internes et externes ainsi que des facilitateurs lies a l'expression du DS. Les barrieres internes mises en evidence par les participants etaient liees aux difficultes emotionnelles et aux perceptions de soi negatives, tandis que les barrieres externes liees aux facteurs de stress financiers, aux barrieres institutionnelles, aux environnements d'apprentissage inaccessibles ou peu favorables, au COVID-19, ainsi qu'a la stigmatisation. Les facilitateurs comprenaient des processus specifiques de DS (c'est-a-dire quand deployer les competences de DS, le niveau de DS, le developpement du DS) et le soutien social. Les informations presentees dans cette etude aideront a eclairer le developpement des progres de l'education axes sur la creation d'environnements postsecondaires inclusifs.
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