Perceptions of Students with Disabilities regarding the Value of Technology-Based Support Activities on Postsecondary Education and Employment

Kim-Rupnow, Weol Soon; Burgstahler, Sheryl

doi:10.1177/016264340401900204

Cited by 29 publications

(16 citation statements)

References 14 publications

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“…DO-IT Scholars have reported that program participation helped them prepare for college and employment; develop Internet, selfadvocacy, computer, social, and independent living skills; increase awareness of career options; and increase self-esteem and perseverance (Kim-Rupnow & Burgstahler, 2004). In post-involvement surveys they reported the greatest effects of the year-round computer and Internet activities to be the development of career skills, followed by academic and social skills.…”

Section: Impacts/results/findingsmentioning

confidence: 99%

Evidence-based Practices in Mentoring Students with Disabilities: Four Case Studies

Stumbo¹

2009

jsesd

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Individuals with disabilities are attending postsecondary institutions at higher rates than ever before, although many struggle to adjust in college environments. On one hand, higher education positively correlates with better employment outcomes, while on the other, higher education represents more stringent academic requirements and more diffused disability supports. One intervention used to check the 'trauma' of transition from high school to postsecondary education is mentoring. This article describes four successful mentorship programs, in various stages of maturity, which are currently funded by the National Science Foundation. The case studies describe the structure of each program, recruitment strategies, the students involved, and outcomes achieved to date. Implications or 'lessons learned' are also discussed to provide other important information and impetus for those anticipating such programs.

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Section: Impacts/results/findingsmentioning

confidence: 99%

Evidence-based Practices in Mentoring Students with Disabilities: Four Case Studies

Stumbo¹

2009

jsesd

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“…They also noted a lack of validated instruments for assessing educators' attitudes and beliefs about diversity and inclusion. Kim-Rupnow & Burgstahler (2004) investigated the perceptions of students with disabilities relative to technology-based support activities. The authors discussed gaps in literature related to studies of the impacts of support services for students with disabilities and addressed part of that gap for technology-based supports.…”

Section: Future Research Needsmentioning

confidence: 99%

Barriers to Persistence for Engineering Students with Disabilities

Pearson

Mayes

Villanueva-Perez

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Undergraduate student retention is dependent not only on academic aptitude, but also on nonacademic factors, which include the ability to integrate fully into their academic environments. Non-academic factors are likely to more significantly impact the success of students with disabilities compared to their peers who do not have disabilities, especially within science, technology, engineering, and mathematics (STEM) disciplines, and engineering in particular. These include systemic as well as personal barriers.An institution's culture and climate are among several systemic barriers that exist to impede successful matriculation of students with disabilities, particularly in engineering. Researchers have found engineering and law faculty members "were significantly less willing to provide accommodations" than their counterparts in other academic units. Reluctance and negative attitudes serve to foster environments that are counter to diversity and inclusion.Studies have shown that incorrect estimates of self-efficacy are among personal barriers that hinder student success. Some students with disabilities tend to have lower academic selfefficacy than students without a disability, and those with the highest IQs appear to have the lowest perceptions of academic self-efficacy, perhaps because they are more aware of their weaknesses. Other students with disabilities appear instead to have unrealistically positive beliefs about their own capabilities. In some cases this may result in students not requesting needed accommodations, though this may result from other factors such as fear of stigmas associated with disability as well.In this paper, we present a review of literature pertaining to systemic and personal barriers to success for students with disabilities in engineering. We conclude with a summary of promising practices for overcoming those barriers and needs for additional research.

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“…While LMS are designed for typical sighted students, it is believed that BVI students too can maximize their educational outcomes through their effective use (Kim-Rupnow & Burgstahler, 2004). For all students, and particularly the BVI student, effective LMS use requires accessibility and usability (Babu & Singh, 2009).…”

Section: Blind and Visually Impaired Studentsmentioning

confidence: 99%

Enhancing Learning Management Systems Utility for Blind Students: A Task-oriented, User-Centered, Multi-Method Evaluation Technique

Babu

Singh

2013

JITE:Research

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Executive SummaryThis paper presents a novel task-oriented, user-centered, multi-method evaluation (TUME) technique and shows how it is useful in providing a more complete, practical and solution-oriented assessment of the accessibility and usability of Learning Management Systems (LMS) for blind and visually impaired (BVI) students. Novel components of TUME include a purposeful integration of a multi-theoretic foundation and multiple methods to accurately identify users' accessibility and usability problems in Web interaction and identify design problems and solutions to ensure technical feasibility of recommendations. The problems identified by TUME remain hidden from extant evaluation methods -therefore, these problems remain in Web-based applications. As a result, evaluation of Web-based applications remains confounded by users' Web interaction challenges; their utility for specific user types remains unclear. Without appropriate evaluation of users' problems and challenges in using Web-based applications, we cannot begin to solve these problems and challenges. This paper demonstrates how TUME can be used to identify the unique problems and challenges of specific user types in using Web-based applications and suggests potential solutions. The outcome is an accurate understanding of specific design elements that present roadblocks and challenges for the user in interacting with the Web-based application and feasible design modifications to potentially improve the utility of these applications for specific user types.We illustrate the application of TUME to test the utility of LMS for BVI students. We use a popular LMS and an on-line exam as a representative task. We present results from three assessments that are essential components of TUME. Assessment I uses verbal protocol analysis to identify where and why BVI participants face LMS interaction problems in completing an exam. Assessment II performs text analysis of accessibility and usability design standards to identify design errors in the LMS exam environment. AsMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission. Editor: Anthony ScimeEnhancing Learning Management Systems Utility for Blind Students sessment III employs recursive abstraction analysis of Web developers' comments to understand why these problems occur and how they may be addressed feasibly. Together, these assessments show how TUME...

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Perceptions of Students with Disabilities regarding the Value of Technology-Based Support Activities on Postsecondary Education and Employment

Cited by 29 publications

References 14 publications

Evidence-based Practices in Mentoring Students with Disabilities: Four Case Studies

Evidence-based Practices in Mentoring Students with Disabilities: Four Case Studies

Barriers to Persistence for Engineering Students with Disabilities

Enhancing Learning Management Systems Utility for Blind Students: A Task-oriented, User-Centered, Multi-Method Evaluation Technique

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