| Title |
Student Perceptions of College-Readiness, College Services and Supports, and Family Involvement in College: An Exploratory Study
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, June 2018
|
| DOI | 10.1007/s10803-018-3622-x |
| Pubmed ID | |
| Authors |
Grace L. Francis, Jodi Duke, Frederick J. Brigham, Kelsie Demetro |
| Abstract |
Although increasing numbers of students with disabilities are attending college, they graduate at lower rates compared to students without disabilities. In order to understand how to effectively prepare students with disabilities and provide meaningful support to college students with disabilities, we investigated the experiences of students registered with the disability service office at a public university located in the eastern region of the U.S. to learn about (a) the degree to which they felt prepared to enter college, (b) the disability-related services they received in college, (c) their perspectives of services received, (d) suggestions for improving services, and (e) their perspectives family involvement in college. We report mixed-methods findings from participants and provide implications for policy and practice. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 1 | 50% |
| Unknown | 1 | 50% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 108 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 108 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Doctoral Student | 17 | 16% |
| Student > Ph. D. Student | 16 | 15% |
| Student > Master | 11 | 10% |
| Researcher | 8 | 7% |
| Student > Bachelor | 5 | 5% |
| Other | 14 | 13% |
| Unknown | 37 | 34% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 26 | 24% |
| Psychology | 18 | 17% |
| Agricultural and Biological Sciences | 3 | 3% |
| Medicine and Dentistry | 3 | 3% |
| Arts and Humanities | 3 | 3% |
| Other | 11 | 10% |
| Unknown | 44 | 41% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 17 September 2018.
All research outputs
#18,716,597
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#4,253
of 5,240 outputs
Outputs of similar age
#243,845
of 333,137 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#78
of 97 outputs
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So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one is in the 14th percentile – i.e., 14% of its peers scored the same or lower than it.
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We're also able to compare this research output to 97 others from the same source and published within six weeks on either side of this one. This one is in the 12th percentile – i.e., 12% of its contemporaries scored the same or lower than it.