The transition from high school to college is difficult for students and they need to learn to navigate the transition in order to be successful and stay in school. This process is especially challenging for many students with disabilities who may face additional difficulties due to their disability. The purpose of this study was to gain a better understanding of how having a faculty mentorship influences the collegiate experience of students with disabilities. This study was grounded in qualitative, hermeneutic phenomenology methodology. Data were gathered through semi-structured interviews with students with disabilities who had a faculty mentor during their first semester of college. Data analysis was conducted based on thematic analysis (Van Manen, 1990), and predominant themes were discovered. The researcher concluded faculty mentorship does affect the collegiate experience of students with disabilities in considerable ways. Students met significant challenges adjusting to the collegiate life. Faculty mentorship assisted some of these students during their transition from high school to college. Based on these themes, specific conclusions were drawn regarding students with disabilities transition and the postsecondary accommodation process. Suggestions were presented for university administrators, faculty, and staff, all of which work with students with disabilities. / Department of Educational Leadership

From preschool through the end of high school, accommodation and success rather than self-advocacy and student development are the predominant frameworks for students with physical disabilities. Many students with physical disabilities who use wheelchairs are assisted by their family members with daily life activities such as getting out of bed, showering, eating, dressing, and toileting. For most of these students college is the first time they will have to use his or her own voice. Once in college, the students are responsible for finding their own personal care. Students are challenged with becoming responsible for the process of hiring an attendant for themselves, taking the next step to becoming independent, and being socialized into a new environment. Many factors affect the transition and experiences from high school to college and for students with physical disabilities, that transition may involve attendant care. The purpose of this study was to explore the transitional attendant care issues and experiences of college students with physical disabilities who use wheelchairs. A phenomenological approach grounded in qualitative methodology was used in this study. In a mid-sized public doctoral-granting Midwestern institution, twelve participants were interviewed who were undergraduates with a physical disability using a wheelchair and having attendant care. Seven themes emerged regarding transitional issues for students with attendant care: time management, preparing for attendant care, training attendants, first feelings, accepting responsibility, parental involvement, and financial considerations. Four themes emerged regarding their collegiate experiences: attendant care preferences, relationships with attendants, supportive friends, and characteristics of attendants. Recommendations for future studies, future researchers, student affairs educators, and future college students were provided. While students with disabilities that use wheelchairs and attendant care have similar experiences with many other students, they also have experiences that are completely different than the average college freshman. It is important to understand the unique challenges this subpopulation of college students has, and what they can do, and not do, to meet those challenges. Students with disabilities that use a wheelchair and will use attendant care need to consider the implications of attendant care and plan ahead prior to coming to college. / Department of Educational Studies

This study is in response to national, state and local curriculum issues. Curriculum work is taken to embrace curriculum research and theory, and curriculum development and implementation. This study is a critical reflection on current curriculum work as a day-to-day experience. This study is about the impact and local implementation of standards-based curriculum frameworks for students with disabilities and impairments. The focus is to develop an improved understanding of the extraordinary complexities that encompass standards-based music curriculum policy frameworks for these students in the State of Victoria. For most people, a better understanding of these extraordinary complexities may much reduce fear, unease and distrust. The phenomenon would seem logical. This study explores ways in which public curriculum policy is developed and implemented in modern societies like Australia. This study is a critical reflection on moves to change curriculum, curriculum policy framework initiatives and the institutional contexts that shape the impact and implementation of curriculum. Public curriculum policy formation is challenged by competing pressures and limitations including an increasing emphasis on ‘partnerships’ and ‘networking’. There are difficulties and complex challenges to ensure that all students share in the benefits.

Thesis (Ed.D.)--Georgia Southern University, 2006. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Meta Y. Harris. ETD. Includes bibliographical references (p. 54-61) and appendices.

Thesis (Ed.D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Walter S. Polka. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 101-114)

Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes survey instruments. Includes bibliographic references (ℓ. 140-154)

Thesis (Ed. D.)--Illinois State University, 2007. / Title from title page screen, viewed on April 8, 2008. Dissertation Committee: Maureen E. Angell (chair), John K. Rugutt, Debra L. Shelden, Julia B. Stoner. Includes bibliographical references (leaves 104-111) and abstract. Also available in print.

Thesis (Ph.D.)--University of Western Sydney, 2008. / A thesis presented to the University of Western Sydney, College of Arts, Education and Social Sciences, School of Education and Early Childhood Studies, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.

Thesis (Ph.D.)--George Mason University, 2008. / Vita: p. 96. Thesis director: Victoria Salmon. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Community College Education. Title from PDF t.p. (viewed July 3, 2008). Includes bibliographical references (p. 87-95). Also issued in print.

Dissertation (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes bibliographic references.