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Perceived Barriers to Academic Succe...

Serr, Russell A.

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Perceived Barriers to Academic Success and the Role of Physical Activity for Community College Students with Disabilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Perceived Barriers to Academic Success and the Role of Physical Activity for Community College Students with Disabilities./
Author:	Serr, Russell A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	188 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-10, Section: B.
Contained By:	Dissertations Abstracts International81-10B.
Subject:	Community college education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27742129
ISBN:	9781658450645

Perceived Barriers to Academic Success and the Role of Physical Activity for Community College Students with Disabilities.
Serr, Russell A.

Perceived Barriers to Academic Success and the Role of Physical Activity for Community College Students with Disabilities. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 188 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: B.

Thesis (Psy.D.)--Ashford University, 2020.

This item must not be sold to any third party vendors.

This qualitative exploratory multiple-case study examined the perceptions of community college students with disabilities about the barriers to academic success and the role of physical activity in achieving that success. Students with disabilities have been attending postsecondary educational institutions in increasing numbers, but they have more difficulties in achieving academic success, retention, and degrees. The study results indicated the most common accommodations-related barriers to success were not receiving services in a timely manner, a lack of communication between service providers and professors, and not having enough time. The accommodations for overcoming the barriers to academic success were indicated as adequate. Accommodations that contributed most to academic success were extra time on tests, note-takers, and counseling services. The role of physical activity for academic success was reported as being very beneficial for those who participated, but the participation rates were low, and students lacked knowledge of available physical-activity opportunities. The results suggest that more training for faculty and staff is needed, and an all-inclusive physical activity program for this student population is recommended. The findings may be useful for curriculum and program development, and for counselors, instructors, administrators, students, and their families.

ISBN: 9781658450645Subjects--Topical Terms:

2122836
Community college education.
Subjects--Index Terms:

Academic success

Perceived Barriers to Academic Success and the Role of Physical Activity for Community College Students with Disabilities.
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300 $a 188 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-10, Section: B.
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520 $a This qualitative exploratory multiple-case study examined the perceptions of community college students with disabilities about the barriers to academic success and the role of physical activity in achieving that success. Students with disabilities have been attending postsecondary educational institutions in increasing numbers, but they have more difficulties in achieving academic success, retention, and degrees. The study results indicated the most common accommodations-related barriers to success were not receiving services in a timely manner, a lack of communication between service providers and professors, and not having enough time. The accommodations for overcoming the barriers to academic success were indicated as adequate. Accommodations that contributed most to academic success were extra time on tests, note-takers, and counseling services. The role of physical activity for academic success was reported as being very beneficial for those who participated, but the participation rates were low, and students lacked knowledge of available physical-activity opportunities. The results suggest that more training for faculty and staff is needed, and an all-inclusive physical activity program for this student population is recommended. The findings may be useful for curriculum and program development, and for counselors, instructors, administrators, students, and their families.
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