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Degree

Doctor of Education, Ashland University, College of Education, 2009.

Abstract

This study explored the quality of life of employed college graduates with disabilities. A mixed methods approach was utilized. Quantitative elements involved the measurement of self-efficacy and purpose in life perceptions. The results were comparable to the general population. The qualitative elements employed a case study approach. Participants reported strong parent advocates, possessed appropriate interpersonal skills, demonstrated determination, developed helpful social networks, and acquired the ability to become self-advocates. In the educational setting, participants reported benefiting from the principles of universal designs such as differentiated instruction and the incorporation of technology. The results of this study indicated a need for schools to do more to recognize individual potential and put emphasis on successful transitions for individuals with disabilities.

Subject Headings

Academic guidance counseling; Adult education; Behaviorial sciences; Continuing education; Curricula; Education; Educational evaluation; Educational psychology; Educational sociology; Educational theory; Elementary education; Higher education; Multicultural education

Keywords

Quality of life; disabilities; education; teachers; inclusion; self-efficacy; purpose in life; transition; social networks; social skills; universal design; self-advocate; parent advocate; parental support; parental influence; differentiated instruction

Committee / Advisors

Carla Edlefson, PhD (Committee Chair)
Cynthia Bowman, PhD (Committee Member)
Maria Sargent, PhD (Committee Member)

Pages

172p.

Document number: ashland1241386072
Permalink: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1241386072

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