Although more students with learning disabilities (LDs) are attending postsecondary institutions, faculty lacks the necessary training to educate students with LDs. A need exists to ensure that their college experiences include resources or support services to help students meet their academic requirements. Without support services, students may encounter poor outcomes in postsecondary education. This bounded, qualitative case study was designed to explore perspectives and experiences of students with LDs related to student services and accommodations at a postsecondary institution. Knowles's theory of andragogy formed the study's conceptual framework. A purposeful sample of 6 students, who were medically diagnosed as having a learning disability and who were, at the time of the study, receiving support services from the office of student support services, participated in the semistructured interviews. Qualitative data were analyzed using open and axial coding to search for patterns and emerging themes. Key results included that even though students were satisfied overall with the services and accommodations provided by the university, they lacked adequate support from some of the faculty on the importance of accommodations and services and how they influence academic success in postsecondary education. Based on the findings, a 3-day professional development training was developed to educate faculty in learning disabilities, understanding accommodations, and enhancing their abilities to provide support in working with students with LDs. These endeavors may promote positive faculty-student relationships and increased academic success of students with LDs in postsecondary education.

There has been a heightened effort to research the overwhelming prevalence of sexual assault on college campuses. Female undergraduates are the most common victims, with rates of one in five experiencing nonconsensual sexual contact during their college years. However, there is very little research that has examined sexual assault among students with disabilities. Students with intellectual disability are sexually assaulted at rates more than seven times higher than students with no disabilities. Thus, students with disabilities are hidden victims who experience sexual violence at extremely high rates. The current study used an online survey to assess the prevalence of sexual assault among students with disabilities at a large southern university. Findings may help inform future prevention efforts to help the high rates of sexual violence rates among students with disabilities on college campuses.

abstract: Temporal adverbial clauses are present in many forms of writing. These clauses can impact the complexity of a sentence. Sentence complexity can have some effect on how readers with a diagnosed reading disability, such as dyslexia, process language. This study incorporated Hawkins’ (1994) theories about Early Immediate Constituency into a self-paced reading task designed to evaluate whether or not temporal adverbial clause positioning caused the main clause of the sentence to become more difficult to understand. Hawkins theorized that main clauses appearing at the beginning of a sentence would create an environment where a reader could reach sentence comprehension faster (CITE). The experiment used software called Linger to present the self-paced reading task. Eight participants – four with dyslexia and four without – volunteered to read sentence items from a college level textbook that had temporal adverbial clauses appearing before and after the main clause of sentences. Statistical significance in the findings show that participants read sentences more quickly when the temporal adverbial clause appeared before the main clause; however, more research is required to determine the difference between sentences fronted by adverbial clauses and sentences fronted by main clauses. / Dissertation/Thesis / Masters Thesis Linguistics and Applied Linguistics 2020

abstract: Traveling is one of the most enriching and fulfilling activities for most people. Yet factors such as crowded airports, long waiting queues, and inaccessible features of airports and airplanes often make traveling stressful for many individuals including those with disabilities. This qualitative phenomenological research study examined the underexplored area of traveling with a vision disability. Framed around a Co-cultural theoretical perspective, the study examined the lived experiences of vision impaired individuals with regard to receiving disability assistance services during air travel. The study specifically explored the communication strategies that vision impaired individuals employed to manage their assistance-related air travel needs. The study used in-depth interviews for data collection, and a combination of thematic analysis techniques for data analysis. Findings indicated four categories of assistance-related issues that vision impaired participants frequently experienced in their travel: personnel training issues, system issues, policy issues, and physical accessibility issues. The study also identified four Co-cultural communication orientations that participants used in navigating air travel: assertive accommodation, aggressive accommodation, assertive assimilation, and nonassertive assimilation. In addition, the study identified a new Co-cultural communication practice - normalizing for self. Findings of this research conclude that despite three decades since the passage of United States legislation to protect the rights of disabled people, vision impaired travelers still frequently experience inequitable air travel practices. The study offers recommendations on pressing issues concerning policies and regulations that can inform airline executives and federal legislators in facilitating a more equitable and pleasurable air travel experience for those with vision disabilities. / Dissertation/Thesis / Doctoral Dissertation Communication 2020

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abstract: Libraries provide a needed third place for students to engage with their peers and faculty, both academically and socially. Staff behavior, knowledge, and skills in providing an accessible and inclusive environment are key to helping students with disabilities feel that they belong in the libraries. This makes training in disability and accessibility awareness a necessary component of the overall program for the library. This study assessed a locally-developed, online training program for staff of all levels that was intended to improve staff knowledge and skills in disability etiquette, library services and spaces that support people with disabilities, and the policies that govern this work. The program used the four-part Deines-Jones (1999) model for its content and the core principles of andragogy for its instructional design. Assessment focused on changes in beliefs and knowledge using an adapted standardized scale, and evidence for learning from responses to training program questions, focus group discussions, and survey responses. Further development of the training program was informed by the principles of andragogy. Participants in the training program improved their scores in the knowledge domain but had no change in their beliefs domain. Learning was most evident in spaces where it engaged with previous knowledge and supportive customer service approaches. Participants identified and, in several cases, independently pursued new questions that were prompted by the training program. On the whole, participants found the training to be supportive and engaging, with minor changes to structure and focus recommended for the next iteration. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019

Employment rates for veterans with spinal cord injuries remain low despite legislation aimed at helping individuals with significant barriers to employment succeed in finding competitive work. As access to services and resultant outcomes become more scrutinized, the need for Rehabilitation Counselors to efficiently allocate resources grows more vital to the cause. Existing research supports a mediated path model of rehabilitation counselor clinical judgment asserting observations of disability severity, intelligence, and psychosocial adjustment lead to inferences of functional status and attribution thereof, which collectively influence predictions of successful rehabilitation. The current study investigated the variance attributable to this clinical judgement model in relation to access to services and successful employment outcomes in an implementation study of the Individualized Placement and Support Model of supported employment with a sample of veterans living with spinal cord injuries. The reduced model fit the data well, Chi-square (6, N=213) = 3.391, P=.758, CFI =1, RMSEA=.00, Hoelter .05 =788. Disability Severity was found to have an indirect effect on employment, .095 P<.05. Significant direct effects for disability severity on functional status, education on competitive employment, functional status on competitive employment, and minutes on competitive employment. The results indicate time as a resource was allocated equitably among participants in the first thirty days in regard to the exogenous variables in this study. The reduced model accounted for 8.6% of the observed variance in the data.

Ethics are important in every aspect of our professional lives. Actions have consequences and in the Human Services field, decisions that we make will potentially directly impact our clients. A human services professional’s responsibility is to care for their clients and provide them with the appropriate resources needed to succeed in their daily lives. When a professional begins working with a trauma victim, they must be sure to assess their ethical behaviors and provide proper resources to the victim. This work is often referred to as trauma informed care which goes beyond the typical helping process of professionals. It is a unique kind of care that requires a great deal of time and dedication in order to help the client through the difficult experience of trauma.

While many modernist authors exhibited eugenicist tendencies which I While many modernist authors exhibited eugenicist tendencies which I will detail in this paper, Joyce wrote, implicitly and explicitly, against it. Joyce’s anti-eugenics aesthetic, expressed almost in passing by Stephen Dedalus in A Portrait of the Artist As a Young Man (1916), becomes entangled in questions of bodies and national identity in Ulysses. I intend to identify a series of moments in which disgust and bodily difference in Ulysses counter the eugenics trends in elitist modernism while simultaneously criticizing racism in Irish nationalism that, in some ways, drove the movement for Irish independence. It would be impossible to provide and exhaustive exploration of all the anti-eugenics imagery in Ulysses. this project attempts to differentiate Joyce more thoroughly from his contemporaries through readings of Gerty MacDowell and Molly Bloom. Gerty is the disabled granddaughter of a racist nationalist, and she functions as an articulation of Joyce’s search for an Ireland that rejects simplistic, narrow-minded nationalism. Molly, Ulysses’ ultimate heroine, takes ownership of her sexuality, thereby countering the eugenics project. I read both women as counter-eugenics icons who personify an anti-hegemonic ideal through their relationships with their own bodies.