Student Affairs Professionals Supporting Students with Disabilities: A Grounded Theory Model

Autor/inn/en	Kimball, Ezekiel; Vaccaro, Annemarie; Vargas, Nadia
Titel	Student Affairs Professionals Supporting Students with Disabilities: A Grounded Theory Model
Quelle	In: Journal of Student Affairs Research and Practice, 53 (2016) 2, S.175-189 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-6591
DOI	10.1080/19496591.2016.1118697
Schlagwörter	Student Personnel Services; Student Personnel Workers; Disabilities; Grounded Theory; Models; Focus Groups; Counselor Attitudes; Self Efficacy; Counselor Qualifications; Counselor Role; Counselor Characteristics; Organizational Change; Career Readiness; Agency Cooperation; Strategic Planning; Job Skills; Accessibility (for Disabled) + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Analogiemodell; Self-efficacy; Selbstwirksamkeit; Organisationswandel; Strategy; Planning; Strategie; Planung; Produktive Fertigkeit; Accessibility; Zugänglichkeit
Abstract	In an action-based grounded theory project, the authors collected data from 31 student affairs professionals. During seven focus groups, practitioners described feeling unknowledgeable about disability law, accommodations, and diagnoses. However, they drew upon their core values and transferrable skills to support individual students. Participants wanted to move beyond "small wins" with individual students to campus-wide inclusion. To achieve this goal, they engaged in self-directed learning, collaboration, and proactive strategies. An emergent model is presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01