Perceptions of the importance of service components offered through the office for students with disabilities at postsecondary institutions in North America.
Notice bibliographique
Résumé
The number of students with disabilities choosing to pursue education beyond the secondary level has increased considerably during the past twenty years. The increase in students has triggered a corresponding increase in the number of services and programs available to students with disabilities at college and university campuses across North America. Legal mandates have played a significant role in the increase in service availability. However, these mandates do not specify what service components should be available to students. So, while programs and services have proliferated their growth has not been systematic. Therefore, services vary dramatically from institution to institution. To date, the present study is the only research designed to empirically determine what service components professionals who administrate Offices for Students with Disabilities (OSD) consider essential for students with disabilities. The present study should help programs already in existence, aid in the development of new programs, serve as a tool for program evaluation and training, and, last, provide potential students with the information necessary to make a suitable postsecondary selection. A 62-item survey was used to verify the importance of service components offered through OSD’s. The resultant data were determined using means and standard deviations (research question 1) as well as the chi-square statistic (research questions 2, 3, and 4). A sample of 563 practicing administrators answered the questionnaire (70% response rate). These practitioners represented both U.S. and Canadian postsecondary institutions. Approximately 80% of respondents were affiliated with the Association on Higher Education and Disability (AHEAD), the professional organization for OSD professionals. Demographic data regarding these practitioners was generated. The results of the study were noteworthy. Thirty-four of the 62 items were rated as essential (research question 1). Of the almost one thousand statistical calculations performed only 2% reached statistical significance. Thus, survey respondents, regardless of institutional location, size, or level of competitiveness showed overwhelming agreement regarding what service components are essential for students with disabilities. Limitations of the study and suggestions for future research are also included. Since its completion, the data from the present study has been used to determine the AHEAD Program Standards for Offices for Students with Disabilities in North America.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».