Publication Date

2016

Journal or Book Title

Journal of Student Affairs Research and Practice

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.

DOI

10.1080/19496591.2016.1118697

Comments

For published version of this article, please visit:

Kimball, E., Vaccaro, A., & Vargas, N. (2016). Student affairs professionals supporting students with disabilities: A grounded theory model. Journal of Student Affairs Research & Practice, 53(2), 175-189. doi: 10.1080/19496591.2016.1118697

Volume

53

Pages

175-189

Issue

2

License

UMass Amherst Open Access Policy

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