The rise in the enrollment of persons with disabilities in post-secondary institutions has introduced a need for the identification of services and/or pre-entry variables that assist in the elevation of retention rates. There is a growing substantiation that connects support service usage with a successful academic experience. However, there is little in literature that is specifically designed for students with disabilities. Furthermore, larger gaps are located when determining the effects of educational background on future successful retention within the same population. This study was conducted to examine the relationship between disability classification, The study identified 250 students who have self-identified as having a disability and must be also be classified as FTICs or first time in college enrollees. Qualified participants were identified through Disability Support Services at Tallahassee Community College. Three separate ANOVA's were used to analyze the data set. The Bonferroni correction was used to reduce the chance of a family wise error or a false positive. Services that demonstrated significance with relation to retention included the use of assistive technology and tutoring. Educational background also showed significance with high school diploma recipients, generally, performing better than their GED counterparts. Age and disability classification maintained no identifiable relationship with retention. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2009. / October 12, 2009. / Retention, Disability / Includes bibliographical references. / Deborah Ebener, Professor Directing Dissertation; Gary Peterson, University Representative; Mary Frances Hanline, Committee Member; Susan Smedema, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_181159 |
| Contributors | Culligan, Michael (authoraut), Ebener, Deborah (professor directing dissertation), Peterson, Gary (university representative), Hanline, Mary Frances (committee member), Smedema, Susan (committee member), Department of Educational Psychology and Learning Systems (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
Page generated in 0.0015 seconds