Graduate and Professional Education for Students with Disabilities: Examining Access to STEM, Legal, and Health Fields in the United States.
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| Title: | Graduate and Professional Education for Students with Disabilities: Examining Access to STEM, Legal, and Health Fields in the United States. |
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| Authors: | Wells, Ryan, Kommers, Suzan |
| Source: | International Journal of Disability, Development & Education. Mar2022, Vol. 69 Issue 2, p672-686. 15p. 3 Charts. |
| Subjects: | Student recruitment, Human rights, Engineering, Experience, Mathematics, Graduate education, Masters programs (Higher education), Students, Technology, Medical education, Science, Longitudinal method |
| Geographic Terms: | United States |
| Abstract: | People with disabilities have been historically marginalised and consistently underrepresented at all levels of education. In the U.S., the Individuals with Disabilities Act (IDEA) in the 1970s changed the landscape for primary and secondary education, increasing access for many students. In 1990, the Americans with Disabilities Act (ADA) was passed, and since that time students with disabilities have entered postsecondary institutions at greater rates. While in 2001, only about 5% of college students identified as having a disability, more recent estimates put the proportion of undergraduate students with disabilities at approximately 11%. Despite this growth, only 5% of post-baccalaureate students report having a disability relative to undergraduate students. This raises the question of how accessible graduate and professional education is for students with disabilities. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Disability, Development & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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