College Preparation and Participation: Reports from Individuals Who Have Speech and Mobility Disabilities
Main Article Content
Keywords
education, speech and mobility disabilities, transition
Abstract
In this qualitative research study, nine individuals with mobility and speech disabilities reported on their experiences preparing for and participating in postsecondary education. Topics discussed include choosing a college, support from mentors and family members, self-determination, accessibility and accommodations, academic and social aspects of college, current activities and outcomes.
References
Blackorby, J., & Wagner, M. (1996). Longitudinal post-school outcomes of youth with disabilities: Findings from the National Longitudinal Transition Study. Exceptional Children, 62, 399-414.
Bryen, D. N., Cohen, K. J., & Carey, A. (2004). Augmentative communication employment training and supports (ACETS): Some employment-related outcomes. Journal of Rehabilitation, 70(1), 10-18.
Burgstahler, S. (2006). Creating an e-mentoring community: How DO-IT does it, and how you can do it, too. Seattle: University of Washington. Retrieved August 1, 2007, from http://www.washington.edu/doit/Mentor/index_pdf.html
DO-IT, (2006). DO-IT programs. Seattle: University of Washington. Retrieved May 1, 2007, from http://www.washington.edu/doit/programs/
Garrison-Wade, D., & Lehmann, J. (2006). Students’ perceptions about successfully transitioning to postsecondary institutions. Review of Disability Studies, 2(4), 37-49.
Horn, L., &. Berktold, J. (1999). Students with disabilities in postsecondary education: A profile of preparation, participation, and outcomes. Education Statistics Quarterly, 1(3). Retrieved March 22, 2007, from http://nces.ed.gov/programs/quarterly/vol_1/1_3/4-esq13-a.asp
Horn, L., & Bobbitt, L. (1999). Students with disabilities in postsecondary education: A profile of preparation, participation, and outcomes (NCES 1999-187). Retrieved April 5, 2007, from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=1999187
Isakson, C. L., & Burgstahler, S. (2006). AAC, employment, and independent living: A success story. Assistive Technology Outcomes & Benefits, 3(1), 67-79.
Kim-Rupnow, W. S., & Burgstahler, S. (2004). Perceptions of students with disabilities regarding the value of technology-based support activities on postsecondary education and employment. Journal of Special Education Technology, 19(2), 43-56.
Koppenhaver, D. A., & Yoder, D. E. (1992). Literacy issues in persons with severe speech and physical impairments. In R. Gaylord-Ross (Ed.), Issues and research in special education (Vol. 2, pp. 156-201). New York: Teachers College Press.
Koppenhaver, D. A., & Yoder, D. E. (1993). Classroom literacy instruction for children with severe speech and physical impairments (SSPI): What is and what might be. Topics in Language Disorders, 13(2), 1-15.
Krueger, R., & Casey, M. A. (2000). Focus groups: A practical guide for applied research. (3rd ed.). Thousand Oaks: Sage.
Light, J., & McNaughton, D. B. (1993). Literacy and augmentative and alternative communication (AAC): The expectations and priorities of parents and teachers. Topics in Language Disorders, 13(2), 33-46.
Light, J., Stoltz, B., & McNaughton, D. (1996). Community-based employment: Experiences of adults who use AAC. Augmentative and Alternative Communication, 12, 215-228.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills: Sage.
Marvin, C., & Mirenda, P. (1993). Home literacy experiences of preschoolers enrolled in Head Start and special education programs. Journal of Early Intervention, 17(4), 351-367.
McNaughton, D., Symons, G., Light, J., & Parsons, A. (2006). “My dream was to pay taxes”: The self-employment experiences of individuals who use augmentative and alternative communication. Journal of Vocational Rehabilitation, 25, 181-196.
McNaughton, D., Light, J., & Arnold, K. (2002). “Getting your wheel in the door”: Successful full-time employment experiences of individuals with cerebral palsy who use augmentative and alternative communication. Augmentative and Alternative Communication, 18, 59-76.
McNaughton, D., Light, J., & Groszyk, L. (2001). “Don’t give up”: The employment experiences of adults with amyotrophic lateral sclerosis who use augmentative and alternative communication. Augmentative and Alternative Communication, 19, 235-253.
Muhr, T. (2000). Atlas.ti (Version 4.2) [Computer Software]. Berlin: Scientific Software.
Odom, C. A., & Upthegrove, M. (1997). Moving toward employment using AAC: Case study. Augmentative and Alternative Communication, 13, 258-262.
Rackensperger, T., Krezman, C., McNaughton, D., Williams, M. B., & D’Silva, K. (2005). “When I first got it, I wanted to throw it off a cliff”: The challenges and benefits of learning AAC technologies as described by adults who use AAC. Augmentative and Alternative Communication, 20, 165-186.
Smith, M. M. (2005). Literacy and augmentative and alternative communication. Burlington, MA: Elsevier.
Stodden, R. A., & Dowrick, P. W. (2001). Postsecondary education and employment of adults with disabilities. American Rehabilitation 25(4), 19-23.
Strauss, A. L., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
U.S. Department of Education. (2007). Students with disabilities preparing for postsecondary education: Know your rights and responsibilities. Retrieved May 9, 2007, from http://www.ed.gov/about/offices/list/ocr/transition.html
Vaughn, S., Schumm, J. S., & Sinagub J. (1996). Focus group interviews in education and psychology. Thousand Oaks: Sage.
Wagner, M., Newman, L., Cameto, R. Levine, P. & Garza, N. (2006). An overview of findings from Wave 2 of the National Longitudinal transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Retrieved August 1, 2007, from http://ies.ed.gov/ncser/pubs/20063004/index.asp
Willard-Holt, C. (1998). Academic and personality characteristics of gifted students with cerebral palsy: A multiple case study. Exceptional Children, 65(1), 37-50.
Bryen, D. N., Cohen, K. J., & Carey, A. (2004). Augmentative communication employment training and supports (ACETS): Some employment-related outcomes. Journal of Rehabilitation, 70(1), 10-18.
Burgstahler, S. (2006). Creating an e-mentoring community: How DO-IT does it, and how you can do it, too. Seattle: University of Washington. Retrieved August 1, 2007, from http://www.washington.edu/doit/Mentor/index_pdf.html
DO-IT, (2006). DO-IT programs. Seattle: University of Washington. Retrieved May 1, 2007, from http://www.washington.edu/doit/programs/
Garrison-Wade, D., & Lehmann, J. (2006). Students’ perceptions about successfully transitioning to postsecondary institutions. Review of Disability Studies, 2(4), 37-49.
Horn, L., &. Berktold, J. (1999). Students with disabilities in postsecondary education: A profile of preparation, participation, and outcomes. Education Statistics Quarterly, 1(3). Retrieved March 22, 2007, from http://nces.ed.gov/programs/quarterly/vol_1/1_3/4-esq13-a.asp
Horn, L., & Bobbitt, L. (1999). Students with disabilities in postsecondary education: A profile of preparation, participation, and outcomes (NCES 1999-187). Retrieved April 5, 2007, from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=1999187
Isakson, C. L., & Burgstahler, S. (2006). AAC, employment, and independent living: A success story. Assistive Technology Outcomes & Benefits, 3(1), 67-79.
Kim-Rupnow, W. S., & Burgstahler, S. (2004). Perceptions of students with disabilities regarding the value of technology-based support activities on postsecondary education and employment. Journal of Special Education Technology, 19(2), 43-56.
Koppenhaver, D. A., & Yoder, D. E. (1992). Literacy issues in persons with severe speech and physical impairments. In R. Gaylord-Ross (Ed.), Issues and research in special education (Vol. 2, pp. 156-201). New York: Teachers College Press.
Koppenhaver, D. A., & Yoder, D. E. (1993). Classroom literacy instruction for children with severe speech and physical impairments (SSPI): What is and what might be. Topics in Language Disorders, 13(2), 1-15.
Krueger, R., & Casey, M. A. (2000). Focus groups: A practical guide for applied research. (3rd ed.). Thousand Oaks: Sage.
Light, J., & McNaughton, D. B. (1993). Literacy and augmentative and alternative communication (AAC): The expectations and priorities of parents and teachers. Topics in Language Disorders, 13(2), 33-46.
Light, J., Stoltz, B., & McNaughton, D. (1996). Community-based employment: Experiences of adults who use AAC. Augmentative and Alternative Communication, 12, 215-228.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills: Sage.
Marvin, C., & Mirenda, P. (1993). Home literacy experiences of preschoolers enrolled in Head Start and special education programs. Journal of Early Intervention, 17(4), 351-367.
McNaughton, D., Symons, G., Light, J., & Parsons, A. (2006). “My dream was to pay taxes”: The self-employment experiences of individuals who use augmentative and alternative communication. Journal of Vocational Rehabilitation, 25, 181-196.
McNaughton, D., Light, J., & Arnold, K. (2002). “Getting your wheel in the door”: Successful full-time employment experiences of individuals with cerebral palsy who use augmentative and alternative communication. Augmentative and Alternative Communication, 18, 59-76.
McNaughton, D., Light, J., & Groszyk, L. (2001). “Don’t give up”: The employment experiences of adults with amyotrophic lateral sclerosis who use augmentative and alternative communication. Augmentative and Alternative Communication, 19, 235-253.
Muhr, T. (2000). Atlas.ti (Version 4.2) [Computer Software]. Berlin: Scientific Software.
Odom, C. A., & Upthegrove, M. (1997). Moving toward employment using AAC: Case study. Augmentative and Alternative Communication, 13, 258-262.
Rackensperger, T., Krezman, C., McNaughton, D., Williams, M. B., & D’Silva, K. (2005). “When I first got it, I wanted to throw it off a cliff”: The challenges and benefits of learning AAC technologies as described by adults who use AAC. Augmentative and Alternative Communication, 20, 165-186.
Smith, M. M. (2005). Literacy and augmentative and alternative communication. Burlington, MA: Elsevier.
Stodden, R. A., & Dowrick, P. W. (2001). Postsecondary education and employment of adults with disabilities. American Rehabilitation 25(4), 19-23.
Strauss, A. L., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
U.S. Department of Education. (2007). Students with disabilities preparing for postsecondary education: Know your rights and responsibilities. Retrieved May 9, 2007, from http://www.ed.gov/about/offices/list/ocr/transition.html
Vaughn, S., Schumm, J. S., & Sinagub J. (1996). Focus group interviews in education and psychology. Thousand Oaks: Sage.
Wagner, M., Newman, L., Cameto, R. Levine, P. & Garza, N. (2006). An overview of findings from Wave 2 of the National Longitudinal transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Retrieved August 1, 2007, from http://ies.ed.gov/ncser/pubs/20063004/index.asp
Willard-Holt, C. (1998). Academic and personality characteristics of gifted students with cerebral palsy: A multiple case study. Exceptional Children, 65(1), 37-50.
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Published
Nov 26, 2014
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Section
Research Articles and Essays
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Author Biographies
Carole Isakson, Research Coordinator, College of Education, University of Washington
Carole Isakson, Ph.D., is a Research Coordinator with the College of Education at the University of Washington. Her research interests include literacy development and academic achievement in children who have disabilities that impact mobility and communication.
Sheryl Burgstahler, Director, DO-IT(Disabilities, Opportunities, Internetworking and Technology) and Accessible Technology Services and Outreach, University of Washington
Sheryl Burgstahler, Ph.D., directs DO-IT(Disabilities, Opportunities, Internetworking and Technology) and Accessible Technology Services and Outreach at the University of Washington. DO-IT promotes the success of students with disabilities in postsecondary programs and careers. DO-IT employs technology to help young people with disabilities achieve success in postsecondary education and careers.