Experiences of College Students With Disabilities and the Importance of Self-Determination in Higher Education Settings

By Elizabeth E. Getzel, Colleen A. Thoma. 2008

347 citations recorded by the source corpus.

Subfields: Demography, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/bde63af93381034dbe78684d4f4e2bf6132b9994

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Citations in the corpus

Predictors of Graduation among College Students with Disabilities. (2012, positive): “In particular, effective self-advocacy, as well as self-determination, results in success for college students with disabilities (Getzel & Thoma, 2008; Gil, 2007; Skinner, 2004).”
A National Picture of Parent and Youth Participation in IEP and Transition Planning Meetings (2012, background): “…to postsecondary school, where the receipt of services and accommodations hinges on students’ decision to disclose a disability, a decision that is related to students’ self-determination and self-advocacy skills (Barnard-Brak, Sulak, Tate, & Lechtenberger, 2010; Belch, 2004; Getzel & Thoma, 2008).”
A Preliminary Investigation of the Relationship of Transition Preparation and Self-Determination for Students With Disabilities in Postsecondary Educational Settings (2010, methodology): “Agency and pathways are similar to elements of self-determination described by students with disabilities as necessary for success in postsecondary educational settings (Getzel & Thoma, 2008; Jameson, 2007; Thoma & Getzel, 2005).”
The Effect of Transition Planning Participation and Goal-Setting on College Enrollment Among Youth With Autism Spectrum Disorders (2016, background): “…that having strong self-determination skills, a characteristic that supports active transition planning participation, is also associated with improved postsecondary outcomes for students with disabilities (Getzel & Thoma, 2008; Morningstar et al., 2010; Test, Mazzotti, Mustian, & Fowler, 2009).”
A Sense of Belonging Among College Students With Disabilities: An Emergent Theoretical Model (2015, background): “Researchers have identified specific selfadvocacy skills that help students succeed in higher education, including utilizing tutoring labs and disability services, forming relationships with instructors, and having a support system on campus (Adams & Proctor, 2010; Getzel & Thoma, 2008).”
Asking for too much? The voices of students with disabilities in Botswana (2011, result): “The findings are in contrast with those of Getzel (2008) who reported that self-determination skills are a critical component that would enable students with disabilities to participate, progress and succeed in higher education.”
Qualitative Analysis of the Barriers College Students With Disabilities Experience in Higher Education (2015, background): “Students with disabilities come to college with needs similar to when they were in high school, except now they have to be more selfdirected in managing their own lives (Getzel & Thoma, 2008).”
Executive Function Coaching for College Students with Learning Disabilities and ADHD: A New Approach for Fostering Self–Determination (2009, background): “In addition, research recommends that academic support services promote the self-determination, or autonomy, of students with disabilities (Brinckerhoff et al., 2002; Getzel & Thoma, 2008).”