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dc.contributor.advisor Konkol, Dr. Pamela J.
dc.contributor.advisor DeFeo, Dr. Josh
dc.contributor.author Kohli, Jaskirat
dc.date.accessioned 2018-12-01T17:15:19Z
dc.date.available 2018-12-01T17:15:19Z
dc.date.issued 2018-05-23
dc.identifier.uri http://hdl.handle.net/10211.3/207091
dc.description.abstract Despite the role that identity plays in college students’ persistence and graduation rates, there is a dearth of scholarship that has explored the identity of college students with disabilities. This qualitative study aimed to gain an understanding of college students’ perspective of their disability and to capture shifts in their perspectives as a result of participating in a workshop framed by transformative learning. Data were collected in three phases: a workshop on models of disability, along with pre- and post- workshop semi-structured interviews. Utilizing case study methodology, an in-case analysis provided each participant’s lived experiences with disability and their respective journeys in perspective transformation, while a cross-case analysis discussed the findings based on the following research questions: “What perspectives of disability foster a positive disability orientation?”, “What perspectives of disability hinder a positive disability orientation?”, and “What transformations in disability perspectives may be fostered by discussing models of disability with college students?” To summarize the findings, perspectives that cultivate positive orientations include integrating disability into one’s identity as a difference that contributes to one’s individuality as a human being. Moreover, perspectives that deter positive orientations include viewing disability exclusively as a medical condition, which then reduces individuals to patients, clients, and special education students. The study provided encouraging, albeit provisional results, regarding the transformative potential of discussing models of disability with college students. The workshop fostered among the participants a self-examination of their preconceived notions of disabilities, as well as the knowledge and skills required for capacity building to better advocate for their needs. This study has implications for individuals with disabilities, along with the various services providers that work with them.
dc.description.sponsorship Department of Educational Leadership
dc.format.extent xi ; 156 p.
dc.subject Educational leadership
dc.subject.lcsh College students with disabilities
dc.title Exploring Disability Perspectives & Perspective Transformations Among College Students
dc.type Dissertation
dc.date.updated 2018-12-01T17:15:20Z
dc.language.rfc3066 en
dc.contributor.primaryAdvisor Atencio, Dr. Matthew
thesis.degree.name Doctor of Education
thesis.degree.name Doctorate in Educational Leadership for Social Justice

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