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"My Second Home": Perceptions of Belongingness for Students With Intellectual and Developmental Disabilities in Inclusive Post-Secondary Education Programs
"My Second Home": Perceptions of Belongingness for Students With Intellectual and Developmental Disabilities in Inclusive Post-Secondary Education Programs
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152837
- ISBN
- 9798384095026
- DDC
- 371
- 저자명
- Frake, Emily A.
- 서명/저자
- My Second Home: Perceptions of Belongingness for Students With Intellectual and Developmental Disabilities in Inclusive Post-Secondary Education Programs
- 발행사항
- [Sl] : University of California, Los Angeles, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 136 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-03, Section: B.
- 주기사항
- Advisor: Graham, Sandra H.
- 학위논문주기
- Thesis (Ph.D.)--University of California, Los Angeles, 2024.
- 초록/해제
- 요약Belonging is an essential human need, regardless of whether or not one has a disability, and has been found to positively impact one's physical and mental health. Feelings of belonging for college students with intellectual and developmental disabilities (I/DD) have largely been unexplored in research. Using the 10 Dimensions of Belonging framework (Carter & Biggs, 2021) as a foundation in this dissertation, 13 students with I/DD who attended inclusive post-secondary education (IPSE) programs across the United States were individually interviewed to better understand how they perceive their experiences of belonging (or not) on their college campus. To complement the interviews, a subset of four students were observed during a typical college day. Ultimately, interviews indicated that participants in this study experienced all 10 Dimensions of Belonging (i.e., present, invited, welcomed, known, accepted, involved, supported, heard, befriended, and needed), as well as gaps in belonging (i.e., exclusion in places and spaces, unheard, unknown, lack of invitation, extraneous, lack of support, "drama," and lack of friendship with non-IPSE peers). Observational data largely corroborated these findings. Analysis of this data led to a revised model of belonging specifically for IPSE students, as well as recommendations for IPSE programs to increase feelings of belonging for IPSE students. Future research should continue to explore feelings of belonging for IPSE students in other contexts, such as community colleges or in other geographic regions around the world.
- 일반주제명
- Special education
- 일반주제명
- Education
- 일반주제명
- Developmental psychology
- 일반주제명
- Disability studies
- 키워드
- Belonging
- 키워드
- Disability
- 기타저자
- University of California, Los Angeles Education-Special Education Joint Doctoral Program w/CSULA 0884
- 기본자료저록
- Dissertations Abstracts International. 86-03B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798384095026
■035 ▼a(MiAaPQ)AAI31561853
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aFrake, Emily A.
■24510▼a"My Second Home": Perceptions of Belongingness for Students With Intellectual and Developmental Disabilities in Inclusive Post-Secondary Education Programs
■260 ▼a[Sl]▼bUniversity of California, Los Angeles▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a136 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-03, Section: B.
■500 ▼aAdvisor: Graham, Sandra H.
■5021 ▼aThesis (Ph.D.)--University of California, Los Angeles, 2024.
■520 ▼aBelonging is an essential human need, regardless of whether or not one has a disability, and has been found to positively impact one's physical and mental health. Feelings of belonging for college students with intellectual and developmental disabilities (I/DD) have largely been unexplored in research. Using the 10 Dimensions of Belonging framework (Carter & Biggs, 2021) as a foundation in this dissertation, 13 students with I/DD who attended inclusive post-secondary education (IPSE) programs across the United States were individually interviewed to better understand how they perceive their experiences of belonging (or not) on their college campus. To complement the interviews, a subset of four students were observed during a typical college day. Ultimately, interviews indicated that participants in this study experienced all 10 Dimensions of Belonging (i.e., present, invited, welcomed, known, accepted, involved, supported, heard, befriended, and needed), as well as gaps in belonging (i.e., exclusion in places and spaces, unheard, unknown, lack of invitation, extraneous, lack of support, "drama," and lack of friendship with non-IPSE peers). Observational data largely corroborated these findings. Analysis of this data led to a revised model of belonging specifically for IPSE students, as well as recommendations for IPSE programs to increase feelings of belonging for IPSE students. Future research should continue to explore feelings of belonging for IPSE students in other contexts, such as community colleges or in other geographic regions around the world.
■590 ▼aSchool code: 0031.
■650 4▼aSpecial education
■650 4▼aEducation
■650 4▼aDevelopmental psychology
■650 4▼aDisability studies
■653 ▼aBelonging
■653 ▼aDisability
■653 ▼aInclusive post-secondary education
■653 ▼aIntellectual disability
■653 ▼aCommunity colleges
■690 ▼a0529
■690 ▼a0620
■690 ▼a0201
■690 ▼a0515
■71020▼aUniversity of California, Los Angeles▼bEducation-Special Education Joint Doctoral Program w/CSULA 0884.
■7730 ▼tDissertations Abstracts International▼g86-03B.
■790 ▼a0031
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164148▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
