Abstract

Since 2008, the number of students with intellectual disabilities and the number of postsecondary education programs supporting students with intellectual disabilities have drastically increased on college campuses in the United States. The purpose of this document analysis qualitative research was to explore the publicly available information provided by universities with Postsecondary Education Programs (PSP) that have Southern Association of College and Schools (SACS) accreditation and receive Transition Program for Students with Intellectual Disabilities (TPSID) grant funding. K. Patricia Cross's Chain-of-Response (COR) model was the conceptual framework used to frame this andrological inquiry. Lack of information, as identified by Cross (1981) in the COR Model, has been a barrier to participation in higher education. This study examines the availability of public information detailing the inclusivity of eight postsecondary programs using a qualitative document analysis methodology. This dissertation answered three research questions using a directed content analysis to analyze the data collected for this inquiry. The Think College standards, quality indicators, and benchmarks for inclusive higher education (Grigal, et al. 2012) along with the program classification system developed by Hart et al. (2004) were used to guide the directed content analysis. The results of this research indicate that the barrier, lack of information, is present.

Notes

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Graduation Date

2020

Semester

Summer

Advisor

Cox, Thomas

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Higher Education Track

Format

application/pdf

Identifier

CFE0008235; DP0023589

URL

https://purls.library.ucf.edu/go/DP0023589

Language

English

Release Date

August 2020

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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