Student affairs professionals supporting students with disabilities: A grounded theory model

Document Type

Article

Date of Original Version

1-1-2016

Abstract

In an action-based grounded theory project, the authors collected data from 31 student affairs professionals. During seven focus groups, practitioners described feeling unknowledgeable about disability law, accommodations, and diagnoses. However, they drew upon their core values and transferrable skills to support individual students. Participants wanted to move beyond "small wins" with individual students to campus-wide inclusion. To achieve this goal, they engaged in self-directed learning, collaboration, and proactive strategies. An emergent model is presented.

Publication Title, e.g., Journal

Journal of Student Affairs Research and Practice

Volume

53

Issue

2

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