The present study explores the role of special services and accommodations for the academic success of college students with disabilities. Two students participated, one with mild attention-deficit hyperactivity disorder (ADHD) and one with a severe language disorder. Unstructured interviews were used to examine participants' perceptions of the effectiveness of special services and accommodations. Other factors contributing to students' progress in school, such as areas of learning strengths, effort and assistance from teachers, peers and family members, as well as lack of appropriate services and funding, were also discussed by the participants. Participants' personality characteristics and life circumstances appear to influence their performance in school as well. The present study may inform practice by promoting a more personalized approach to the selection of special services and accommodations.

Thesis (M.S.)--Eastern Illinois University, 2009. / Includes bibliographical references (leaves 55-59).

Thesis (Ph. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 31, 2007) Includes bibliographical references.

No description available.

Thesis (Ph.D.)--Southern Illinois University Carbondale, 2006. / "Department of Rehabilitation." Includes bibliographical references (leaves 134-144). Also available online.

Thesis (MEdPsych)-- University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.

This thesis documents, develops and demonstrates a novel form of praxis in relation to disability in Scottish Higher Education. 'Praxis', as I use the term in this thesis, refers to an ongoing, irreducible, collective process through which is enacted, in one and the same process: 'knowledgementing' (the construction and legitimation of knowledge claims); 'radical reflexivity' (the bringing to awareness and critical problematisation of interests served by what is thought, said and done by all relevant parties); and 'ideologically progressive social action' (the pursuit of emancipatory process and just outcomes and the contesting of'external and internal' institutional oppression). The meaning of praxis is explicated in this thesis and demonstrated in action with reference to disability in Scottish Higher Education. Particular attention is paid to explicating and demonstrating the conceptual unity of praxis and the interconnectivity in actuality of the practices, procedures and policies which disable in assemblages or apparatuses, as Foucault uses the terms. The interconnectivity of the praxis is, it is claimed, the key to unlocking the interconnectivity of the assemblages which produce and maintain disability in Scottish Higher Education. The thesis traces the connections between the various elements of the assemblage producing a novel account (and new knowledges) which, it is claimed, could only have been derived as a result of the praxis and which can also account for the knowledges presented in previous research into disability in British Higher Education, locating these studies as part of the disabling assemblage. The thesis concludes by drawing out wider implications of praxis for conventional research, for psychology and social science.

This study co-investigated with students with hidden disabilities the phenomenon of disability identity. This qualitative study utilized phenomenology and strategies proposed by Paulo Freire in an effort to understand identity development specific to individuals with hidden disabilities. There were seven students from a medium-sized, public university who participated in the study. The participants shared their experiences with having a hidden disability in three one-hour individual conversations and three two-hour group conversations. The conversations were tape recorded and transcribed. The concepts and themes that appeared to emerge from the initial conversation guided subsequent conversations. Findings revealed that the use of traditional identity development literature was not useful to understanding students with hidden disabilities. Relying on social constructivist concepts findings revealed the following themes: 1) Identity Confusion they tended to be neither able-bodied nor disabled; 2) Identity Refinement they depended on perceptions of the other to varying degrees; and 3) Identity Reconciliation they were using accommodations to varying degrees. A potential area for action and further study revolves around students with hidden disabilities, disability services practitioners, faculty and college student services administrators understanding the issues of normalcy and American individualism and their influence on both individuals with and without disabilities. Furthermore, fostering the development of a support system where students with hidden disabilities can interact with each other and discuss disability-related issues may help them cope with a fundamentally hostile collegiate environment. The institution may need to educate students, staff and faculty about the social construction of disability and the need to create a learning environment inclusive of diverse learners. / Graduation date: 2003

Thesis (Ph.D)--Virginia Commonwealth University, 2009. / Prepared for: Dept. of Psychology. Title from title-page of electronic thesis. Bibliography: leaves 138-154.

Dissertation (Ph.D.)--Auburn University, 2009. / Abstract. Vita. Includes bibliographic references (p.123-132).