Student Perceptions of College-Readiness, College Services and Supports, and Family Involvement in College: An Exploratory Study
Although increasing numbers of students with disabilities are attending college, they graduate at lower rates compared to students without disabilities. In order to understand how to effectively prepare students with disabilities and provide meaningful support to college students with disabilities, we investigated the experiences of students registered with the disability service office at a public university located in the eastern region of the U.S. to learn about (a) the degree to which they felt prepared to enter college, (b) the disability-related services they received in college, (c) their perspectives of services received, (d) suggestions for improving services, and (e) their perspectives family involvement in college. We report mixed-methods findings from participants and provide implications for policy and practice.
KeywordsCollege Disability Services Transition Family
GLF conceived the study, participated in its design and coordination, interpreted data, and drafted the manuscript; JD conceived the study, participated in its design and the interpretation of data, and drafted the manuscript; FJB edited and contributed to the manuscript; KD supported data analysis and figure design.
Compliance with Ethical Standards
Conflict of interest
Grace Francis, Jodi Duke, Frederick Brigham, and Kelsie Demetro declare that they have no conflicts of interest.
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed consent was obtained from all individual participants included in the study.
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