Collaborative Practices of Rural Inclusive Postsecondary Education Program (IPSE) Directors
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| Title: | Collaborative Practices of Rural Inclusive Postsecondary Education Program (IPSE) Directors |
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| Language: | English |
| Authors: | Elizabeth Susanne Goode Dimond |
| Source: | ProQuest LLC. 2022Ph.D. Dissertation, Utah State University. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 157 |
| Publication Date: | 2022 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Postsecondary Education Higher Education |
| Descriptors: | Cooperation, Educational Practices, Rural Schools, Postsecondary Education, Inclusion, Students with Disabilities, Intellectual Disability, Educational Legislation, Federal Legislation, Higher Education, Barriers, Program Administration, Partnerships in Education, Administrator Attitudes |
| Laws, Policies and Program Identifiers: | Higher Education Opportunity Act 2008 |
| ISBN: | 979-88-340-4535-9 |
| Abstract: | Inclusive postsecondary education programs (IPSE) for students with intellectual disabilities (ID) are relatively new, having their formal beginning in the Higher Education Opportunity Act (HEOA; P.L. 110-315) of 2008. These programs vary greatly and are found in urban, suburban, and rural areas of the United States. Those programs in rural areas face unique barriers and have unique strengths that affect how they collaborate and with whom they collaborate. The purpose of this qualitative phenomenological study is to describe the collaborative practices of rural IPSE program directors. This study gathered the lived experiences of rural IPSE program directors collaborating with agencies on- and off-campus through semi-structured interviews conducted via Zoom. Data were coded and analyzed for themes and patterns. These themes and patterns, as well as the essence of their collaborative experiences, are described and related to the Trainor et al. (2020) Framework for Transition. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:29253578 |
| Accession Number: | ED646243 |
| Database: | ERIC |
| Abstract: | Inclusive postsecondary education programs (IPSE) for students with intellectual disabilities (ID) are relatively new, having their formal beginning in the Higher Education Opportunity Act (HEOA; P.L. 110-315) of 2008. These programs vary greatly and are found in urban, suburban, and rural areas of the United States. Those programs in rural areas face unique barriers and have unique strengths that affect how they collaborate and with whom they collaborate. The purpose of this qualitative phenomenological study is to describe the collaborative practices of rural IPSE program directors. This study gathered the lived experiences of rural IPSE program directors collaborating with agencies on- and off-campus through semi-structured interviews conducted via Zoom. Data were coded and analyzed for themes and patterns. These themes and patterns, as well as the essence of their collaborative experiences, are described and related to the Trainor et al. (2020) Framework for Transition. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
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| ISBN: | 979-88-340-4535-9 |
