The Postsecondary School Attendance and Completion Rates of High School Graduates With Learning Disabilities

Murray, Christopher J L; Goldstein, Donald E.; Nourse, Steven W.; Edgar, Eugene

doi:10.1207/sldrp1503_1

Cited by 135 publications

(123 citation statements)

References 14 publications

Supporting

Mentioning

113

Contrasting

Unclassified

Order By: Relevance

“…the prevalence of features consistent with dyslexia is 17.6% among female Emirati Although the needs and rights of disabled students as learners in higher education have been officially recognized in many countries (i.e. Australia, UK, United States of America and Israel), it is obvious that achieving positive support for disabled students requires more than legislative change (MacLean & Gannon, 1997). Higher education institutions are gradually recognizing that disability issues 'cannot remain closed within a student services arena but must become part of the mainstream learning and teaching debate' (Adams & Brown, 2000, p. 8).…”

Section: Introductionmentioning

confidence: 99%

Lecturer perspectives on dyslexia within one Greek university: A pilot study

Stampoltzis

Tsitsou

Plesti

et al. 2017

EJREP

View full text Add to dashboard Cite

show abstract

Section: Introductionmentioning

confidence: 99%

Lecturer perspectives on dyslexia within one Greek university: A pilot study

Stampoltzis

Tsitsou

Plesti

et al. 2017

EJREP

View full text Add to dashboard Cite

show abstract

“…As indicated earlier, the increase in students with learning disabilities attending college is due to legislation prohibiting discrimination against persons with disabilities (Murray et al, 2000). At one time, college was out of the question for many ethnically diverse students with learning disabilities.…”

Section: Resultsmentioning

confidence: 98%

“…While the number of college freshman with learning disabilities has sharply increased since the passage of the Education of All Handicapped Children Act in 1975 (Public Law 94-142; Scott, McGuire, & Shaw, 2003), students with learning disabilities have enrolled in postsecondary educational settings less frequently than students with other disabilities (Murray, Goldstein, Nourse, & Edgar, 2000). According to the 22nd Annual Report to Congress, in 1996 only 18.7% of students with learning disabilities were enrolled in academic postsecondary educational settings and 17.8% in vocational educational settings (U.S. Office of Special Education and Rehabilitation Services, 2000).…”

Section: Resultsmentioning

confidence: 99%

Educational Considerations, vol. 34(1) Full Issue

Obiakor¹

2006

Educational Considerations

View full text Add to dashboard Cite

“…Undergraduate students with disabilities have higher rates of dropping out (Murray, Goldstein, Nourse, & Edgar, 2000) and take longer to complete their degree (Brinckerhoff, Shaw, & McGuire, 1992). Doctoral students with disabilities face limitations environmentally, educationally, and systemically while engaged in postsecondary education.…”

Section: Resultsmentioning

confidence: 99%

Doctoral Students with Disabilities: Challenges in Academic Programs and Research Methodology

Lizotte¹,

Simplican²

2017

JSPTE

View full text Add to dashboard Cite

Aim/Purpose: Doctoral students with disabilities represent 5 to 10 percent of the graduate student population and, yet, research seldom documents their experiences. We propose a research agenda and methodological approaches that circumvent these limitations, including a substantive focus on universal design to measure graduate program’s awareness of disability, experimental methods to minimize response bias, and ways to redefine disability to improve recruitment of potential research subjects. Background: Research suggests that doctoral students with disabilities face different challenges than undergraduate students with disabilities and that graduate advisers are pivotal to their success. Existing literature has several limitations, including small sample sizes, a reliance on survey and interview data, little attention to issues of diversity within doctoral students with disabilities, and difficulty defining disability. Methodology: This article utilizes a systemic literature review (SLR) in order to describe the current state of both the research and the practice of doctoral students with disabilities. Contribution: This paper defines major gaps in the existing literature and addresses potential ways to address these gaps through research and practice. Findings: There are barriers for doctoral students with disabilities at every level of the process, which is not being addressed or remediated resulting in greater disadvantages and decreased successful outcomes. Recommendations for Practitioners: In this context, practitioners will refer to professionals employed at university disability centers and university faculty. Recommendations include disability awareness and resource training for university faculty and staff. Faculty can maintain open lines of communication with their students and advisees related to disability and accommodations as well as increasing program flexibility. Recommendation for Researchers: Research is critically needed regarding the experiences, needs, and outcomes of doctoral students with disabilities. This research needs to come from both the individuals, faculty, and systemic level of higher education. Impact on Society: Individuals with disabilities are the largest minority group in the United States. However, this population rarely receives the research, funding, services, and social attention paid to other marginalized groups. Future Research: Future research needs to utilize larger scale quantitative studies to obtain reliable data. Longitudinal information would greatly improve the information regarding outcomes for doctoral students with disabilities.

show abstract

The Postsecondary School Attendance and Completion Rates of High School Graduates With Learning Disabilities

Cited by 135 publications

References 14 publications

Lecturer perspectives on dyslexia within one Greek university: A pilot study

Lecturer perspectives on dyslexia within one Greek university: A pilot study

Educational Considerations, vol. 34(1) Full Issue

Doctoral Students with Disabilities: Challenges in Academic Programs and Research Methodology

Contact Info

Product

Resources

About