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A descriptive study of students with disabilities at Montana State University Billings.

机译：蒙大拿州立大学比林斯分校对残疾学生的描述性研究。

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The purpose of this study was to describe and analyze how the characteristics of age, major and type of disabilities for students who received services through Disability Support Services at Montana State University-Billings have changed from 1999 to 2011. Furthermore, this analysis contrasted local trends for types of disabilities with national trends. Additionally, there was an analysis of how local and national trends may have been impacted by five recent watershed events. The five events include the No Child Left Behind Act; the Higher Education Opportunity Act; the Americans with Disabilities Amendment Act; the Post-9/11 Veterans Educational Assistance Act of 2008 (Post-9/11 GI Bill) and Iraq and Afghanistan wars. The results of this study revealed that non-traditional age students are the majority of students with disabilities at MSU-Billings. Additionally, they are enrolled in proportionally larger numbers than their nondisabled peer age group, which is consistent with national data. Based on results there was also a total increase in numbers in almost all of the types of disability categories including a clear trend in the increase in students diagnosed with Asperger's Syndrome. These increases are consistent with national trends. Additionally, a comparison of watershed events with local and national enrollment trends of certain types of disabilities reveal that legislation in 2008 broadened the definition of intellectual and cognitive disabilities for students in higher education. Also, funding for veterans was increased with the New GI Bill. This has resulted in increases in enrollments of diverse groups of students including those with intellectual and/or cognitive impairments, TBI, and psychological impairments. Locally, the shift of students with disabilities at MSU Billings from orthopedic and mobility impairments to mental, emotional or psychological conditions has also been demonstrated by a large increase in number of students with ADHD, TBI, Asperger's Disorder and psychological impairment since 2008. The results support an annual review of these groups by policymakers in high education to provide accommodation and mental health support services to those with specific types of disabilities such as veterans with TBI or students with psychological disabilities.

机译：这项研究的目的是描述和分析1999年至2011年间通过蒙大拿州立大学比林斯分校的残障支持服务获得服务的学生的年龄，专业和残障类型的特征如何变化。此外，该分析与当地趋势形成了对比针对具有国家趋势的残疾类型。此外，分析了最近的五个分水岭事件可能对本地和国家趋势产生了怎样的影响。这五个事件包括“不让任何孩子落伍”法案；《高等教育机会法》；《美国残疾人法修正案》；《 2008年9月11日后退伍军人教育援助法案》（9/11后地理标志法案）以及伊拉克和阿富汗战争。这项研究的结果显示，非传统年龄段的学生是MSU-Billings的大多数残疾学生。此外，他们的入学人数比其非残障同龄人年龄组大，这与国家数据相符。根据结果，几乎所有类型的残疾类别的总数也都有增加，其中包括被诊断出患有阿斯伯格综合症的学生明显增加的趋势。这些增长符合国家趋势。此外，将分水岭事件与某些类型的残疾的本地和国家入学趋势进行比较，可以发现，2008年的立法为高等教育的学生扩大了智力和认知残疾的定义。此外，新地理标志法案增加了对退伍军人的资助。这导致包括智力和/或认知障碍，TBI和心理障碍在内的各类学生的入学人数增加。在当地，自2008年以来患有ADHD，TBI，Asperger障碍和心理障碍的学生人数大量增加，也证明了MSU Billings的残障学生从骨科和行动能力障碍向精神，情感或心理状况的转变。支持高等教育政策制定者对这些群体的年度审查，以为患有特定类型残疾的人（例如TBI退伍军人或精神残疾学生）提供住宿和心理健康支持服务。

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作者
Dell, Thomas Francis.;
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作者单位

Montana State University.;

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授予单位 Montana State University.;
学科 Higher education.;Higher education administration.
学位 Ed.D.
年度 2013
页码 141 p.
总页数 141
原文格式 PDF
正文语种 eng
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A descriptive study of students with disabilities at Montana State University Billings.

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