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Coaching individuals with attention deficit/hyperactivity disorder at the college level a single case study /Swartz, Stacy Leibowitz. Prevatt, Frances. January 2004 (has links)
Thesis (M.S.)--Florida State University, 2004. / Advisor: Dr. Frances Prevatt, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (June 19, 2004). Includes bibliographical references.
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College students with learning disabilities using psychoeducational test results to predict accommodations and learning disability type /Kaiser, Andrew Jason. Torgesen, Joseph K. January 2003 (has links)
Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Joseph Torgesen, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed Feb. 26, 2004). Includes bibliographical references.
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The relation between executive functions and written expression in college students with attention deficit hyperactivity disorderHarder, Lana Lee 28 August 2008 (has links)
Not available / text
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Disability awareness training for student employees at college/university recreation departmentsSule, Amanda M. January 2004 (has links)
This study provided a description of how college/university recreational departments addressed their responsibilities to ADA, in particular, those accommodations considered beyond physical access. The results of this study contributed to the body of knowledge for staff preparation, program scope, and administration for recreational services on college/university campuses.This study surveyed college/university recreation departments to determine if disability awareness training was being implemented and what methods of training were being implemented. Reasons for not including disability awareness training were also reported.The Disability Awareness Training of Recreation Staff (DATR) survey was emailed to 114 National Intramural Recreational Sports Association (NIRSA) Region III directors through an InQsit® program. Frequency and percentages were used to report the results. Response rate was 33% (n=38). The majority of the respondents were members of the National Intramural Recreational Sports Association (NIRSA), and over 60% served in the role of Director of Recreation for the university. Twelve of the 38 respondents reported providing disability awareness training with the majority using the method of hands on training to implement such training. Lack of perceived need was the top reason for college/universities not to provide disability awareness training. / School of Physical Education
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Experiences of first-year students with disabilities who had a faculty mentorPatrick, Shawn M. 13 August 2011 (has links)
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
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Attendant care for college students with physical disabilities using wheelchairs : transitional issues and experiencesBurwell, Nequel R. 20 July 2013 (has links)
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
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Assisting college students with learning disabilities by evaluating community college student development coursesTurnberger, Salome. January 2008 (has links)
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.
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Preferential seating for college students with ADHD is it an effective accomodation? /Clifton, John L., Buskist, William. January 2007 (has links) (PDF)
Dissertation (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes bibliographic references.
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Students with learning disabilities who are admitted to the university using alternative criteria How do they fare? /Allison, Katie. Proctor, Briley E. January 1900 (has links)
Thesis (M. S.)--Florida State University, 2005. / Advisor: Dr. Briley Proctor, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed June 17, 2005). Document formatted into pages; contains v, 12 pages. Includes bibliographical references.
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Compliance with Section 504, the Rehabilitation Act 1973 post-secondary educational institutions administrative and budget implications /Smithson, Judith J. Hubbard, Ben C. Price, Samuel T. January 1980 (has links)
Thesis (Ed. D.)--Illinois State University, 1980. / Title from title page screen, viewed Mar. 15, 2005. Dissertation Committee: Ben Hubbard, Sam Price (co-chairs), V.A. Adams, B. Belshe, Ned Lovell, Gary Tubb. Includes bibliographical references (leaves 112-114) and abstract. Also available in print.
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