Doctor of Philosophy (PhD)
Educational Leadership, Research and Counseling
This research study sought to discover how students with disabilities utilized self-determination in the pursuit of and participation in post-secondary education. Qualitative methods were employed in this study, specifically the use of multiple case studies with embedded units of analysis. Students with a disability, who possessed self-determination and were currently enrolled in an institution of higher education, were the primary participants in this study. Additional information was gathered from parents, professionals, or other individuals who were familiar with the student's pursuit of and participation in postsecondary education. Embedded units of analysis for study consisted of information and skills designed to enhance self-determination, access to opportunities to exhibit self-determination, and facilitative support from others. Data gathering consisted of interviews with multiple sources that were able to provide rich information regarding the phenomenon of self-determination. The constant comparative method was used for data analysis. Findings support the theoretical assumptions that self-determination is enhanced through information and skills designed to enhance self-determination, access to opportunities to exhibit self-determination, and facilitative support from others. Other themes that emerged from the data include use of accommodations, problem-solving, stickability attitude, and a family member working in an institution of higher education.
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Brackin, Laura Schexnayder, "Self-determination of students with disabilities in post-secondary education" (2005). LSU Doctoral Dissertations. 1713.