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dc.contributor Lilly, Frank en_US
dc.contributor.advisor Williams, Angelo en_US
dc.contributor.author Currington, Adrienne Lynn
dc.date.accessioned 2018-09-07T15:38:20Z
dc.date.available 2018-09-07T15:38:20Z
dc.date.issued 2018-09-07
dc.date.submitted 2018-08-14
dc.identifier.uri http://hdl.handle.net/10211.3/206011
dc.description Thesis (M.A., Education (Higher Education Leadership))--California State University, Sacramento, 2018. en_US
dc.description.abstract If students with disabilities have successfully completed the requirements for being accepted into college and are also successful in completing the admission process, their ability to succeed (in receiving a degree) may be mitigated due to multiple factors such as lack of services and accommodations, lack of awareness of services that are available, and most often a student’s failure to self-identify. Over the decades, many of these issues have been addressed with changes to federal and state regulations associated with “disabled” students. The 504 of Rehabilitation Act of 1973, Americans with Disabilities Act (ADA), Individuals with Disabilities Education Act (IDEA) and other guiding laws have attempted to address issues related to the lack of services, accommodations, and awareness of services for disabled students. Considering recent progress, the current issue for students with disabilities is one of self-identification. When students receive services in kindergarten through high school, their IEP (Individual Education Plan) is mandated to be evaluated, reviewed, and updated annually, or every two years. Once a student is enrolled in an institution of higher education, the student must self-identify in order to receive any services. If students are unaware of the resources available to them, or are too embarrassed to seek assistance, they will struggle in silence, resulting in a negative experience in college and, in many cases, a failure to graduate. Over the years, students with disabilities in higher education have become the “forgotten minority.” This group consists of any student who has limited vision, hearing impairment, learning disability, developmental disability, emotional disability, or illness, physical disabilities, and learning difficulties that span a broad scale from very severe impairments to minor struggles. The aim of this study is to examine the relationship between when students self-identify for services for students with disabilities and the impact it has on their success for degree attainment. en_US
dc.description.sponsorship Education (Higher Education Leadership) en_US
dc.language.iso en_US en_US
dc.subject Disabilities en_US
dc.subject Disparities en_US
dc.subject Post secondary en_US
dc.subject Special education en_US
dc.title The forgotten minority: when being who you are defines who you will be en_US
dc.type Thesis en_US


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