After meeting with Kiara, we reviewed how we wanted to proceed on certain parts of our project. For example, Kiara suggested that we try to incorporate more academic research in order to demonstrate how students with mental health concerns and other disabilities are impacted by these issues, which ultimately influences most, if not all, aspects of their Transy experience. Although we had already started doing this, we dove into do more academic to support why our issue is so important and crucial that we address as soon as possible. Some of the research we’ve compiled so far we have pasted below.
Bullock, Lyndal M., Eric J. Fritsch, and Hogan, Kathleen A., et al. “Meeting the Transition Needs of Incarcerated Youth with Disabilities.” Journal of Correctional Education, vol. 61, no. 2, 2010, pp. 133–147. <www.jstor.org/stable/23282636>.
In this journal article, the authors express that there are several of reasons that youth with disabilities are overrepresented in correctional facilities; she states three specific reasons—two of which deal with the academic experiences of these young people based on their disabilities. We are not sure if we will reference this data when we present to our target stakeholder, but we believe that it is important nonetheless because it calls attention to how academic performance influences other impacts of students’ lives.
Eckes, Suzanne E., and Theresa A. Ochoa. “Students with Disabilities: Transitioning from High School to Higher Education.” American Secondary Education, vol. 33, no. 3, 2005, pp. 6–20. <www.jstor.org/stable/41064551>.
These authors “examine the challenges students with disabilities face in college, review relevant case law … and provide suggestions” about how high schools and universities can establish programs to assist students with disabilities. We think this research is really helpful because it highlights the importance of how there should be programs that assist students with disabilities, which is exactly what we are proposing
Tincani, Matt. “Improving Outcomes for College Students with Disabilities: Ten Strategies for Instructors.” College Teaching 52`.4 (2004): 128-32. JSTOR. Taylor & Francis, Ltd. Web. 10 May 2017. <www.jstor.org/stable/pdf/27559200.pdf>.
According to Tincani, students with disabilities are less likely to attend postsecondary school than other students; for that reason, Tincani offers ten strategies that professors can utilize to help students perform well in undergraduate school so that they are more likely to attend postsecondary school. We think this journal article is important because it provides useful suggestions that we think the students in the program can build upon and find ways to implement them in the classroom.
- 1 in 5 people are disabled
- There is a lack of agency for disabled people.
- 80% of disabled people are victims to multiple sexual assaults.
- Disabled people are infantilized because of their disabilities. Giving students on campus agency to talk about and work with their disabilities will help decrease this stigma.
- Many other schools already have disability organizations/programs that interact with faculty and organize students. They seek to inform students and faculty about can and should be done, in and out of the classroom.
- What sort of relationship do other student organizations have with faculty/staff?
- We know that SGA has established a pretty solid connection with administration and faculty (some more so than others). Maybe we could get tips or help from them; perhaps the program could even collaborate with SGA on some events to increase awareness of the program and its events as well as help the program establish connections with administration/faculty/staff. Maybe the students in the programs (if it’s established) could meet with Joey and get some information about this.