University Students with Disabilities: Factors that Contribute to Their Self-Predicted Likelihood of Graduation.

Saved in:

Bibliographic Details
Title:	University Students with Disabilities: Factors that Contribute to Their Self-Predicted Likelihood of Graduation.
Authors:	Schechter, Julia¹ schechte@seattleu.edu
Source:	Journal of Postsecondary Education & Disability. Winter2018, Vol. 31 Issue 4, p335-349. 15p.
Subject Terms:	Secondary education, Students with disabilities, College students, Graduation (Education), *Special education
Abstract:	The purpose of this article is to explore what college planning practices or demographic characteristics are associated with confidence in degree completion for college students with disabilities. A survey was used to gather retrospective data from undergraduate students with disabilities registered with a disability services office at a large doctoral-granting public four-year university (n = 260). A series of t-tests were conducted to test for significant differences in students' confidence of graduation by demographic factors and practices while in high school. Certainty in graduation was measured by students' self-reported likelihood of graduation on a five-point Likert-type scale. Results demonstrate that students at that university, who predict a high likelihood of graduation, report certain individual characteristics, attitudes, practices and activities as important to their eventual degree attainment compared to students not in those groups. These include talking with a college representative while in high school, registering with the disability service office during the first year of college, receiving special education services in high school and students who are deaf or hard of hearing self-report a higher likelihood of graduation. Students who were beneficiaries of the free and reduced lunch program in high school had a lower self-prediction of college graduation than non-free and reduced lunch program students. [ABSTRACT FROM AUTHOR]
	Copyright of Journal of Postsecondary Education & Disability is the property of Association on Higher Education & Disability (AHEAD) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	The purpose of this article is to explore what college planning practices or demographic characteristics are associated with confidence in degree completion for college students with disabilities. A survey was used to gather retrospective data from undergraduate students with disabilities registered with a disability services office at a large doctoral-granting public four-year university (n = 260). A series of t-tests were conducted to test for significant differences in students' confidence of graduation by demographic factors and practices while in high school. Certainty in graduation was measured by students' self-reported likelihood of graduation on a five-point Likert-type scale. Results demonstrate that students at that university, who predict a high likelihood of graduation, report certain individual characteristics, attitudes, practices and activities as important to their eventual degree attainment compared to students not in those groups. These include talking with a college representative while in high school, registering with the disability service office during the first year of college, receiving special education services in high school and students who are deaf or hard of hearing self-report a higher likelihood of graduation. Students who were beneficiaries of the free and reduced lunch program in high school had a lower self-prediction of college graduation than non-free and reduced lunch program students. [ABSTRACT FROM AUTHOR]
ISSN:	23797762