Date of Award

1-1-2017

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Educational Policy and Leadership

Content Description

1 online resource (ii, vii, 164 pages)

Dissertation/Thesis Chair

Heinz Meyer

Committee Members

Jan Hammond, Kathryn Schiller

Keywords

faculty training, faculty-student perceptual divide, retention strategies, sense-making, students with disabilities, transition to college, College students with disabilities, People with disabilities, Community college students, Community college teachers, Teacher-student relationships, Community college student development programs

Subject Categories

Education | Higher Education Administration | Special Education and Teaching

Abstract

Due to civil rights legislation, advances in technology, disability support services on college campuses, medication therapy and increased public acceptance of disabilities, students with disabilities are one of the largest minority group on college campuses (Pryor, Hurtado, DeAngelo, Palucki, Blake, & Tran 2010). According to the 2016 U.S. National Center for Education Statistics Fact Sheet, “11.1% of the college students attending college in the 2011-2012 academic year reported a documented disability.” The U.S. Department of Education also indicates that nearly “60% of students with disabilities attend two-year schools due to their open enrollment policies” (U.S. Department of Education 2002).

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