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Understanding minority students with disabilities in higher education

Understanding minority students with disabilities in higher education. Elda Zeko Coordinator of Disability Services Quinsigamond Community College Worcester, Massachusetts Association on Higher Education and Disability July 2011 Conference Seattle, Washington. Introduction.

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Understanding minority students with disabilities in higher education

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  1. Understanding minority students with disabilities in higher education Elda Zeko Coordinator of Disability Services Quinsigamond Community CollegeWorcester, Massachusetts Association on Higher Education and Disability July 2011 Conference Seattle, Washington.

  2. Introduction • Quinsigamond Community College • 2 year public institution. • Located in the second largest city in New England. • Over 8,900 students enrolled FA’2010. • 1044 graduates class 2010. • Disability Services • 763 students in FA’2010. • Associate Dean of Disability Services. • Director of Disability Services. • Four full-time coordinators, one part time. • Three full-time support staff, three part time. Elda Zeko, Quinsigamond Community College

  3. The support • Accommodations • Assistive Technology • Extended Time on Tests • Interpreters of American Sign Language • Less Distracting Testing room • Note Takers • Recorded Textbooks • Readers / Scribes • Services • Assistance with Course Selection & Academic Planning • Transition Center for First-Year Students • Information & Referral • Learning Strategies & Study Skill Development • Medical Parking • Support Groups • Additional information on • http://www.qcc.edu/pages/Disability_Services.html#students Elda Zeko, Quinsigamond Community College

  4. Minority students with disabilities in High School • Overrepresentation of minority students in Special Education.(Losen and Orfield, 2002) • More restrictive educational settings. • Stigma related to disability and race. Elda Zeko, Quinsigamond Community College

  5. Minority students with disabilitiesin Higher Education • Educational and vocational outcomes. • Retention rates • Stigma • Type of college or university Elda Zeko, Quinsigamond Community College

  6. Disclosure to Disability Services and student involvement • Knowledge of the laws. • Self-determination and advocacy skills. • Parent involvement during high school years Elda Zeko, Quinsigamond Community College

  7. Family Involvement • Race and culture. • Perception or encouragement of independence. • Extended family. Elda Zeko, Quinsigamond Community College

  8. On campus support • Location, location, location. • Bilingual providers . • Cultural similarities. • Other Student Services offices. • Additional campus resources. • Material translation. Elda Zeko, Quinsigamond Community College

  9. Off campus support • Vocational Rehabilitation Services • Other state agencies. • Clubhouses • Non-profit organizations that work with minorities. Elda Zeko, Quinsigamond Community College

  10. References • Agbenyega, S., & Jiggetts, J. (1999, Summer99). Minority Children & Their Over-Representation in Special Education. Education, 119(4), 619 • Bywaters, P., Ali, Z., Fazil, Q., Wallace, L., & Singh, G. (2003, November). Attitudes towards disability amongst Pakistani and Bangladeshi parents of disabled children in the UK: considerations for service providers and the disability movement. Health & Social Care in the Community, 11(6), 502 • Denhart, H. (2008, November). Deconstructing Barriers: Perceptions of Students Labeled With Learning Disabilities in Higher Education. Journal of Learning Disabilities, 41(6), 483-497. • Losen , D.J. and Orfield G. (Eds.), Racial inequality in special education. Cambridge, MA: Harvard Education Press. 2002 • Madaus, J., Foley, T., McGuire, J., & Ruban, L. (2002, July). Employment Self-Disclosure of Postsecondary Graduates with Learning Disabilities: Rates and Rationales. Journal of Learning Disabilities, 35(4), • Manuelito, K.D., A Dine (Navajo) perspective on Self-Determination: An exposition of an egalitarian place. The Journal of Culture and Education, v10 n1 7-27 Spr-Sum 2006 • Rios, V. The Hyper-Criminalization of Black and Latino Male Youth in the Era of Mass Incarceration, Souls, Volume 8, Number 2, Spring 2006, 40- 54(15), • Rossi, R. and others. Profiles of Students with Disabilities. U.S. Government Printing Office, Superintendent of Documents. 1997 • Skiba, R., Poloni-Staudinger, L., Gallini, S., Simmons, A., & Feggins-Azziz, R. (2006, Summer2006). Disparate Access: The Dispropornationality of African-American Students With Disabilities Across Educational Environments. Exceptional Children, 72(4), 411-424. • Tramell, J. Postsecondary Students and Disability Stigma: Development of the Postsecondary Student Survey of Disability- Related Stigma (PSSDS), Journal of Postsecondary Education and Disability, v22 n2 p106-116, 2009 Elda Zeko, Quinsigamond Community College

  11. Last but not least… Questions and answers Elda Zeko, Quinsigamond Community College

  12. Contact information Elda Zeko Coordinator of Disability Services Quinsigamond Community College West Boylston St. Worcester, MA 01606 Phone – (508) 854-4322 E-mail – ezeko@qcc.mass.edu Elda Zeko, Quinsigamond Community College

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