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Student Voices on Disability and Life: A Mixed Methods Study
Student Voices on Disability and Life: A Mixed Methods Study
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260311091547.5
- ISBN
- 9798270229382
- DDC
- 346
- 저자명
- Mata, Ryan A.
- 서명/저자
- Student Voices on Disability and Life: A Mixed Methods Study / Ryan A Mata
- 발행사항
- [Sl] : The University of Texas at Austin, 2025
- 형태사항
- 1 electronic resource (251 pages)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-06, Section: A.
- 주기사항
- Advisors: Cawthon, Stephanie W. Committee members: Suizzo, Marie-Anne; Yan, Veronica X.; Cooc, North.
- 학위논문주기
- - Ph.D. : The University of Texas at Austin, 2025.
- 초록/해제
- 요약Disabled students in postsecondary education navigate a learning environment that was not built for them. Initiatives for accessibility and inclusive learning environments have been mobilized and mandated atop existing structures, only somewhat facilitating equitable undergraduate experiences. To ensure a rich, fulfilling postsecondary education, accessibility must be considered both social and academic contexts across a range of institution types, program modalities, and for diverse disabled students. This study explores the disabled student experience across different learning environments using a mixed-methods approach. By combining survey responses including data from a novel instrument, the College Accessibility Measure, with a series of student interviews, this study examines macro and micro-level patterns in student experiences disclosing their disabilities, navigating support (both formal and informal), and perceptions of accessible campus and classroom environments. Results point to mixed experiences in each of these domains, further diversifying our understanding of the disabled student experience and providing actionable insights for educators and administrators to bolster their institution's accessibility.
- 언어주기
- English
- 일반주제명
- Higher education
- 일반주제명
- Educational sociology
- 일반주제명
- Disability studies
- 키워드
- Disability
- 키워드
- Accessibility
- 키워드
- Disclosure
- 기타저자
- The University of Texas at Austin Educational Psychology
- 기본자료저록
- Dissertations Abstracts International. 87-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■006m o d
■007cr|nu||||||||
■020 ▼a9798270229382
■040 ▼aMiAaPQD▼beng▼cMiAaPQD▼erda
■082 ▼a346
■1001 ▼aMata, Ryan A.▼eauthor.
■24510▼aStudent Voices on Disability and Life: A Mixed Methods Study ▼cRyan A Mata
■260 ▼a[Sl]▼bThe University of Texas at Austin▼c2025
■264 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a1 electronic resource (251 pages)
■336 ▼atext▼btxt▼2rdacontent
■337 ▼acomputer▼bc▼2rdamedia
■338 ▼aonline resource▼bcr▼2rdacarrier
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-06, Section: A.
■500 ▼aAdvisors: Cawthon, Stephanie W. Committee members: Suizzo, Marie-Anne; Yan, Veronica X.; Cooc, North.
■5021 ▼bPh.D.▼cThe University of Texas at Austin▼d2025.
■520 ▼aDisabled students in postsecondary education navigate a learning environment that was not built for them. Initiatives for accessibility and inclusive learning environments have been mobilized and mandated atop existing structures, only somewhat facilitating equitable undergraduate experiences. To ensure a rich, fulfilling postsecondary education, accessibility must be considered both social and academic contexts across a range of institution types, program modalities, and for diverse disabled students. This study explores the disabled student experience across different learning environments using a mixed-methods approach. By combining survey responses including data from a novel instrument, the College Accessibility Measure, with a series of student interviews, this study examines macro and micro-level patterns in student experiences disclosing their disabilities, navigating support (both formal and informal), and perceptions of accessible campus and classroom environments. Results point to mixed experiences in each of these domains, further diversifying our understanding of the disabled student experience and providing actionable insights for educators and administrators to bolster their institution's accessibility.
■546 ▼aEnglish
■590 ▼aSchool code: 0227
■650 4▼aHigher education
■650 4▼aEducational sociology
■650 4▼aDisability studies
■653 ▼aDisability
■653 ▼aAccessibility
■653 ▼aPostsecondary education
■653 ▼aDisclosure
■7102 ▼aThe University of Texas at Austin▼bEducational Psychology.▼edegree granting institution.
■7201 ▼aCawthon, Stephanie W.▼edegree supervisor.
■7730 ▼tDissertations Abstracts International▼g87-06A.
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17361136▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
