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High School Teachers' Perspectives on Supporting Students with Visual Impairments Toward Higher Education: Access, Barriers, And Success (Ceu Article)

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eBook details

Title: High School Teachers' Perspectives on Supporting Students with Visual Impairments Toward Higher Education: Access, Barriers, And Success (Ceu Article)
Author : Journal of Visual Impairment & Blindness
Release Date : January 01, 2011
Genre: Health & Fitness,Books,Health, Mind & Body,
Pages : * pages
Size : 248 KB

Description

The impact of the secondary school experience on success in higher education is not well understood. Researchers have found that most students who entered higher education needed remediation (Kajander & Lovric, 2005), were overwhelmed by the workload (Price, 1993), and were unaware of expectations (Farquhar, 2000). Students with disabilities were often less well prepared for higher education than were those without disabilities (Eckes & Ochoa, 2005; Reed, Lewis, & LundLucas, 2006), and the lack of preparation was both academic and psychosocial (for example, self-efficacy; Reed et al., 2009). Although the Canadian Charter of Rights and Freedoms and provincial statutes protect the rights of individuals with disabilities to attend institutions of higher education (Ontario Human Rights Commission, 2007), statistics have shown that between 22% and 55% of individuals with visual impairments in Canada (that is, those who were blind or had low vision) did not have a high school diploma (Stark & Stark, 2003). Students with visual impairments who graduated high school attended institutions of higher education at about the same rateas their peers without disabilities, but were less likely to graduate (Bardin & Lewis, 2008; Wagner & Blackorby, 1996).