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Qualitative interpretative case study: disability documentation on one community college campus

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dc.contributor.authorAwoniyi, Beatrice Ojuolape, author
dc.contributor.authorLehmann, Jean P., advisor
dc.contributor.authorDavies, Timothy Gray, advisor
dc.date.accessioned2024-03-13T18:14:55Z
dc.date.available2024-03-13T18:14:55Z
dc.date.issued2008
dc.description.abstractThe relationship between disability service providers and the students they serve is complex. What seems to connect them initially is the documentation that students provide when they request services. Few studies have focused on how disability service providers use the documentation they receive to make eligibility and accommodation decisions. This interpretative case study examined multiple perspectives on disability documentation. It examined how eligibility and accommodation decisions are made based on documentation.
dc.description.abstractData were collected from multiple sources. The three service providers who make eligibility and accommodation decisions on behalf of their college participated in two sets of in depth interviews; a college official who serves as the disability ombudsperson, the ADA Compliance Officer was also interviewed. In addition, eight students participated in focus group interviews to share their perspectives about documentation. Some of the students participated in special education services in their pre-collegiate years while others did not. Pre-collegiate experiences seem to play key role in the ability of the students to provide complete documentation. An interpretive case study design was selected in order to describe and explore themes inherent in the data. Six themes emerged from the data (1) broken and dysfunctional systems; (2) bottom of the barrel; (3) squeaky wheel gets the grease; (4) disability is a mixed bag; (5) college is an opportunity of a life time; and (6) not disabled enough. The resulting themes are discussed in light of access to disability services at college. Implications for practice and future research highlight the need for continued research.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierETDF_Awoniyi_2008_3321258.pdf
dc.identifier.urihttps://hdl.handle.net/10217/237562
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.rights.licensePer the terms of a contractual agreement, all use of this item is limited to the non-commercial use of Colorado State University and its authorized users.
dc.subjectcommunity college
dc.subjectdisabilities
dc.subjectdocumentation
dc.subjecteducational equity
dc.subjectpostsecondary access
dc.subjectspecial education
dc.subjectcommunity college education
dc.subjectschool administration
dc.subjectspecial education
dc.subjectqualitative research
dc.subjectcase studies
dc.subjectdisability
dc.subjectcollege campuses
dc.subjecteducational administration
dc.titleQualitative interpretative case study: disability documentation on one community college campus
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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