{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80068"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80068","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Minority and Non -Minority Students With Disabilities in Higher Education: Are Current University Policies Meeting Their Needs","abstract":"\"Students with physical disabilities are often treated quite differently and have a very dissimilar college life compared to \"\"traditional\"\" students without disabilities. In addition, students with physical disabilities require different accommodations in order for learning to take place. Likewise, minority students also face many of these same challenges and issues as disabled students. Yet, few researchers have looked at the double-discrimination of being both physically disabled and a minority. The purpose this research was two fold, with the first purposing being to look at whether current University policies are meeting the needs of physically disabled students and the second purpose to look at if minority students with disabilities have different academic experiences compared to non-minority students with physical disabilities?\"","abstract_html":""Students with physical disabilities are often treated quite differently and have a very dissimilar college life compared to ""traditional"" students without disabilities. In addition, students with physical disabilities require different accommodations in order for learning to take place. Likewise, minority students also face many of these same challenges and issues as disabled students. Yet, few researchers have looked at the double-discrimination of being both physically disabled and a minority. The purpose this research was two fold, with the first purposing being to look at whether current University policies are meeting the needs of physically disabled students and the second purpose to look at if minority students with disabilities have different academic experiences compared to non-minority students with physical disabilities?"","abstract_has_math":false,"creators":["Walker, Duronne K."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Policy Studies","degree_department":null,"school":null,"contributors":["Laurence Parker"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:55:09Z","date_published":"2015-09-25T19:55:09Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Administration"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3337955"],"render_values":[{"text":"(MiAaPQ)AAI3337955","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80068","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Laurence Parker"]},{"key":"dc:creator","label":"Author","values":["Walker, Duronne K."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:55:09Z","10000-01-01","2008"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Administration"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80068","(MiAaPQ)AAI3337955"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"Students with physical disabilities are often treated quite differently and have a very dissimilar college life compared to \"\"traditional\"\" students without disabilities. 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In addition, students with physical disabilities require different accommodations in order for learning to take place. Likewise, minority students also face many of these same challenges and issues as disabled students. Yet, few researchers have looked at the double-discrimination of being both physically disabled and a minority. The purpose this research was two fold, with the first purposing being to look at whether current University policies are meeting the needs of physically disabled students and the second purpose to look at if minority students with disabilities have different academic experiences compared to non-minority students with physical disabilities?\"","Made available in DSpace on 2015-09-25T19:55:09Z (GMT). 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