A Troubled Future?: Participation in Postsecondary Education by Youths with Disabilities

Fairweather, James S.; Shaver, Debra

doi:10.2307/1982134

Cited by 16 publications

(16 citation statements)

References 4 publications

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“…Among students reporting a disability, 41 percent reported a learning disability, 22 percent said they had other disabilities, 19 percent indicated they had a health-related disability, 13 percent indicated they were partially sighted or blind, 12 percent were hearing impaired, 9 percent had orthopedic or physical impairments, and 5 percent had speech impairments (Henderson, 1999). Students with sensory impairments (hearing, visual) showed the highest rates of participation in postsecondary education, whereas young adults with multiple impairments (for example, visual and hearing, speech and mobility) were least represented among the collegegoing population (Fairweather and Shaver, 1990;HEATH, 1999). One reason for the lack of documentation of students with multiple disabilities on college campuses is directly attributable to data-gathering techniques.…”

Section: Demographic Trends In Educationmentioning

confidence: 99%

“…Public two-year institutions enroll more than half of all college students reporting a disability (National Center for Education Statistics, 1999;Phillippe, 1997); students with disabilities account for 8 percent of the total enrollment at two-year institutions (Barnett and Li, 1997;Phillippe, 1997). Enrollment of students with disabilities at four-year institutions is considerably lower than at two-year colleges, except among students with visual impairments (Fairweather and Shaver, 1990). Although enrollment of students with disabilities at four-year institutions has increased in the past decade (Henderson, 1999), most students with disabilities who enter two-year institutions are not transferring to a four-year institution and pursuing a baccalaureate degree (National Center for Education Statistics, 1999).…”

Section: Demographic Trends In Educationmentioning

confidence: 99%

“…Rates of participation of students with disabilities in higher education vary according to disability (Fairweather and Shaver, 1990;Henderson, 1999). Among students reporting a disability, 41 percent reported a learning disability, 22 percent said they had other disabilities, 19 percent indicated they had a health-related disability, 13 percent indicated they were partially sighted or blind, 12 percent were hearing impaired, 9 percent had orthopedic or physical impairments, and 5 percent had speech impairments (Henderson, 1999).…”

Section: Demographic Trends In Educationmentioning

confidence: 99%

See 2 more Smart Citations

Setting the Context: Reconsidering the Principles of Full Participation and Meaningful Access for Students with Disabilities

Hall¹,

Belch²

2000

New Drctns for Student Srvcs

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Section: Demographic Trends In Educationmentioning

confidence: 99%

Section: Demographic Trends In Educationmentioning

confidence: 99%

Section: Demographic Trends In Educationmentioning

confidence: 99%

See 1 more Smart Citation

Setting the Context: Reconsidering the Principles of Full Participation and Meaningful Access for Students with Disabilities

Hall¹,

Belch²

2000

New Drctns for Student Srvcs

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“…Evidence suggests that students with health impairments who enter higher education typically are older, are more likely to live at home, have lower educational expectations, are more likely to enroll in 2-year than 4-year schools, have lower rates of acceptance into selective universities and enroll in fewer classes than students without health impairments (Fairweather & Shaver, 1990;Janus, 2009;Luna, 2009;Sanford et al, 2011;Wells, 2003;Vogel & Adelman 1992). We address these issues by, first, controlling on living arrangements and age.…”

Section: The Role Of Social Integration and Enrollment Characteristicsmentioning

confidence: 99%

Cooling Out Undergraduates with Health Impairments: The Freshman Experience

Carroll

Muller

Pattison

2016

The Journal of Higher Education

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Students with health impairments represent a growing sector of the college population, but health based disparities in bachelor's degree completion persist. The classes students pass and the grades they receive during the first year of college provide signals of degree progress and academic fit that shape educational expectations, potentially subjecting students to a cooling out process (Clark 1960). Using the Beginning Postsecondary Students Longitudinal Study (BPS 04/09), we compare signals of degree progress and academic fit and changes in educational expectations between students with and without health impairments during the first year of college. We find that net of academic preparation, type of institution, enrollment intensity and first year experiences, students with mental impairments are more likely to lower their educational expectations after the first year of college, due partially to negative signals of academic fit. We find limited evidence that gaps in learning are related to the use of academic accommodations for students with health impairments. Our results suggest that students with mental impairments are disadvantaged in reaching first year benchmarks of degree progress and academic fit and are disproportionately cooled out.Bachelor's degrees have become essential for future success in health and the labor market. More people have access to college than ever before, but bachelor's degree completion rates are not equal for all students who hope to complete a degree. College attendance has risen for students with health impairments since the passage of the Americans with Disabilities Act [ADA], which supports equal opportunities and combats discrimination, but gaps in degree completion remain. i "We have yet to experience the full impact of [ADA]. The dreams and ambitions of many young people with disabilities have yet to be realized" according to Lex Frieden, a disability rights advocate (Frieden, 2014). Four out of five high i ADA defines a disability as "a physical or mental impairment that substantially limits one or more major life activities." Both "disability" and "health impairment" are used in the literature (Wells 2003). We use "health impairment" because it coincides with the ADA definition and the BPS questionnaire. HHS Public AccessAuthor manuscript J Higher Educ. Author manuscript; available in PMC 2017 November 01. Author Manuscript Author ManuscriptAuthor ManuscriptAuthor Manuscript school students with health impairments hope to go to college, but only one third matriculate (Wagner & Blackorby, 1996;Sanford, Newman, Wagner, Cameto, Knokey, & Shaver, 2011). Of the over two million students with health impairments who do enter postsecondary institutions, only 16% receive a bachelor's degree, compared to over half of students without health impairments (Kochhar-Bryant, Bassett, & Webb, 2009). Without successful early college experiences, dreams of receiving a bachelor's degree may go unrealized. Students who pass classes and earn high grades during the first year of coll...

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“…The fastest growing segment of students with disabilities attending postsecondary institutions has been and continues to be students with learning disabilities (Shaw & Norlander, 1986;Yost, Shaw, Cullen, & Bigaj, 1994). Fairweather and Shaver (1990) suggested that a major factor in the transition from high school to adulthood for students with disabilities is the access and success in postsecondary education and training. They suggested that, in general, two mechanisms are used to facilitate this access.…”

mentioning

confidence: 99%