﻿The Experiences of Postsecondary Students with Disabilities Utilizing One Stop Student Services: A Grounded Theory Approach
The number of students with disabilities attending postsecondary institutions of higher education continues to rise. With it, it is necessary to understand better how they experience their institution beyond curricular spaces. Presently, there exists a gap in the knowledge of how these students experience co-curricular support, including assistance with enrollment services through one stops. This study sought to understand the multiple ways in which this population of students experiences the one stop at one of three four-year public research universities in California. This qualitative research study utilized the constructivist grounded theory methodology and methods to aid in the emergence of the various dimensions in which students with disabilities experience their institution’s one stop. Through focused semi-structured interviews, these shared perspectives demonstrated that although one stops provide some support to postsecondary students with disabilities, they are not being utilized consistently with their purpose. This study identified that the origin of this inconsistency may be due to one of multiple issues, including a misunderstanding of communication between the one stop and this population of students. These incongruencies seemingly push postsecondary students with disabilities to seek support elsewhere.
enrollment management, one stop, post-secondary students with disabilities, student affairs, Accessibility, Disability and Equity in Education, Educational Assessment, Evaluation, and Research, Educational Leadership, Higher Education, Higher Education Administration, Student Counseling and Personnel Services
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