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.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.98590 |
| Date | January 2005 |
| Creators | Tzokova-Vladimirova, Vessela. |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Arts (Department of Educational and Counselling Psychology.) |
| Rights | © Vessela Tzokova-Vladimirova, 2005 |
| Relation | alephsysno: 002487120, proquestno: AAIMR24928, Theses scanned by UMI/ProQuest. |
Page generated in 0.0027 seconds