Defense Date

2010

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

Educational Studies

First Advisor

Colleen Thoma

Abstract

The purpose of this study was to examine the relationship between the use of academic accommodations and successful program completion of students with disabilities enrolled in two campuses of a community college. Current and past research has focused on the role, faculty perception and student satisfaction of Disability Support Services (DSS) at postsecondary institutions. However, evidence that the use of academic accommodations actually aids in the successful program completion rate of post secondary students with disabilities does not exist. A causal-comparative research method was used to examine secondary data provided by the Office of Student Accommodations located at two community college campuses to determine whether a relationship exists between successful program completion and use of academic accommodations, disability category, academic program and academic campus setting. This study also examined whether the use of academic accommodations varied by disability category, academic campus setting, academic program and successful program completion. Results indicated that users and non-users of academic accommodations are both highly successful in completing their programs. Some differences were found in use of academic accommodations related to student disability and college campus (urban versus suburban) but not in relation to academic program. Results of this study and the impact of these findings are discussed.

Rights

© The Author

Is Part Of

VCU University Archives

Is Part Of

VCU Theses and Dissertations

Date of Submission

May 2010

Included in

Education Commons

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