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dc.contributor.advisorWitte, James
dc.contributor.authorFrasier, Tiffany
dc.date.accessioned2016-08-05T19:45:36Z
dc.date.available2016-08-05T19:45:36Z
dc.date.issued2016-08-05en_US
dc.identifier.urihttp://hdl.handle.net/10415/5397
dc.description.abstractThis study examined the relationship between background (race, gender, and Socioeconomic Status SES) of students with Learning Disabilities (LDs) and self-advocacy/self-determination attributes on the impact of their postsecondary education outcomes for predictors of post-school success. Completion at a 2/4-year college/university of students with LDs was the postsecondary education outcome focus. The data were gathered from the National Longitudinal Study-2 (NLTS2) data sources for post-high school experiences of young adults with disabilities. Correlations, chi-squares, and multiple linear regressions were used to analyze the data. The results demonstrated the independent variable of self-determination was the only statistically significant predictor of 4-year university completion of students with learning disabilities. Relationally, demographic factors (race, gender, and SES) did not have any effect on the self-determination of students with LDs and positive post-school outcomes. However, self-determination attributes were predictors of postsecondary outcome success at the 4-year university level completion, but not at the 2-year college level completion.en_US
dc.subjectEducation Foundation, Leadership, and Technologyen_US
dc.titleAn Examination of the Relationship between Students with Learning Disabilities and Self-Advocacy/Self-Determination as a Predictor of Post-Secondary School Successen_US
dc.typePhD Dissertationen_US
dc.embargo.lengthen_US
dc.embargo.statusNOT_EMBARGOEDen_US
dc.contributor.committeeWitte, Maria


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