Effects of discomfort on self-assertive behaviors between college students with and without disabilities /
The number of students with disabilities entering postsecondary institutions has increased triplefold in the last decade. Federal legislation, modern medicine, and technology have allowed students with disabilities to manage the obstacles that previously kept them from pursuing further educational o...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1999.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=730339331&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The number of students with disabilities entering postsecondary institutions has increased triplefold in the last decade. Federal legislation, modern medicine, and technology have allowed students with disabilities to manage the obstacles that previously kept them from pursuing further educational opportunities. On the other hand, in parents' and professionals' endeavors to support students with disabilities in continuing their educational dreams, they have often taken away specific opportunities for the students to lend valuable skills that will serve them throughout the rest of their lives. The purpose of this study was to compare college students with disabilities and college students without disabilities in terms of self-determination skills. More specifically, this study sought to determine how uncomfortable college students were when asked to respond in various difficult social situations. A total of 178 college students participated in the study from a large, public university in the southwestern part of the United States. The students were asked to respond to a questionnaire that focused on assertive behavior. Demographic information (i.e., age, gender, class status, socioeconomic status, type of disability, age of onset of disability) was also collected. Statistical analyses (General Linear Model, chi square, descriptive statistics) revealed no significant differences between the two groups of subjects on any of the variables. In some cases, the two groups performed almost identically. These situations included responses to questions that focused on the factors "responding to criticism'' and "admitting personal deficiencies.'' While the results revealed little, if any, differences between the two subsamples, the research provides evidence that college students with disabilities, and now maybe even those without disabilities, are under-prepared academically and socially for the challenges of postsecondary environments. This, in turn, could affect their success in future work environments as well. Recommendations for practice for disability service providers in secondary and postsecondary educational programs are provided and suggestions for future studies are presented. |
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| Item Description: | Vita. "Major Subject: Educational Psychology". |
| Physical Description: | xi, 116 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 93-103). |