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dc.contributor.authorJohnson, Patrick Matthewen
dc.date.accessioned2014-03-14T20:09:33Zen
dc.date.available2014-03-14T20:09:33Zen
dc.date.issued2010-04-02en
dc.identifier.otheretd-04132010-225216en
dc.identifier.urihttp://hdl.handle.net/10919/26834en
dc.description.abstractThis paper presents findings from a study designed to identify skills and strategies students with visual impairments have developed to aid their social integration into higher education campus life. Attending college provides numerous learning opportunities outside the classroom. The study explores the process by which students at two universities in the Commonwealth of Virginia were able to identify, navigate, and participate in extra-curricular activities. Previous research by Roy & MacKay (2002) and Hodges & Keller (1999) provides a quantitative framework from which a qualitative tapestry was woven. A secondary purpose of the study was to verify the validity of Roy & MacKayâ s finding that the age that individuals first experience visual disability and the visibility of their visual impairment (the variance in their ability to appear sighted) are valid predictors of social integration of visually impaired students among college students. This study is important for several reasons, including, (a) to help develop a more inclusive campus environment, (b) to identify factors that have influenced the selection of post-secondary educational experiences by visually-impaired students, and (c) to give a voice to visually impaired students to help administrators understand their needs and desires (Henderson, 2001).en
dc.publisherVirginia Techen
dc.relation.haspartJohnson_PM_D_2010.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectsocial integrationen
dc.subjectsocial accessibilityen
dc.subjectcollege studentsen
dc.subjectvisually impaireden
dc.subjectblindnessen
dc.titleSocial Accessibility for Students with Visual-Impairments: A Mixed-Methodological Study of Current Students at a Land-Grant and Regionally-Known University in Western Virginiaen
dc.typeDissertationen
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.description.degreePh. D.en
thesis.degree.namePh. D.en
thesis.degree.leveldoctoralen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
dc.contributor.committeememberNiles, Jerome A.en
dc.contributor.committeememberBurton, John K.en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04132010-225216/en
dc.contributor.committeecochairSalmon, Richard G.en
dc.contributor.committeecochairElitharp-Martin, Toni Marieen
dc.date.sdate2010-04-13en
dc.date.rdate2010-05-07en
dc.date.adate2010-05-07en


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