The Perception of Multiculturalism, Socially Responsible Leadership, and the Psychological Well-being of Students with Developmental Disabilities Participating in Higher Education Programs
Palabras clave:
people with developmental disabilities, higher education programs, multiculturalism, socially responsible leadership, and psychological well-beingResumen
The purpose of this study is to find out the perception of multiculturalism, socially responsible leadership, and the psychological well-being of students with developmental disabilitie participating in higher education programs at universities and to suggest the strategies to improve the quality of their college life experiences. In order to accomplish the purpose of this study, questionnaire items were developed by translating and modifying foreign questionnaire items. In the research results, perception of multiculturalism, the perception of current socially responsible leadership, and the perception of psychological well-being among students participating in higher education programs for students with intellectual disabilitie were presented. Also, discussion based on the results of this study was suggested
Descargas
Referencias
Casale-Giannola, D., & Kamens, M. W. (2006). Inclusion at a university: Experiences of a young woman
with Down syndrome. Mental Retardation, 44, 344-352.
Chambers, C. R., Hughes, C., & Carter, E. W. (2004). Parent and sibling perspectives on the transition to
adulthood. Education and Training in Developmental Disabilities, 39, 79-94.
Cooney, B. F. (2002). Exploring perspectives on transition of youth with disabilities: Voices of young adults,
parents, and professionals. Mental Retardation, 40, 425-435.
Hart, D., Grigal, M., Sax, C., Martinez, D., & Will, M. (2006). Postsecondary educationoptions for students
with intellectual disabilities. NCSET Issue Brief: Examining Current Challenges in Secondary Education and
Transition 3(2), 1-4Kraemer, B. R., & Blacher, J. (2001). Transition for young adults with severe mental retardation: School
preparation, parent expectations and family involvement. Mental Retardation, 39, 423-435.
Lehmann, J. P., Bassett, D. S., & Sands, D.J. (1999). Students' participation in transition-related actions: A
qualitative study. Remedial and Special Education, 20, 160-169.
Park, Y. (2019). The perception of special school teachers on functional adult life skills for student with
intellectual disabilities. Asia-Pacific Journal of Educational Management Research, 4(1), 25-32,
doi:10.21742/AJEMR.2019.4.1.03
Woo, S. and Park, Y. (2018) Special education teachers’ perception on teaching independent living skills
for students with intellectual disabilities. International Journal of Computer Science and Information
Technology for Education, 3(1), 25-30, doi:10.21742/IJCSITE.2018.3.1.05.
Zinchenko, V., Polishchuk, O., Polishchuk, O. and Chervona, L. (2023). Formation of the quality of
leadership: The role of education and values. Asia-Pacific Journal of Educational Management Research,
(1), 1-10, doi:10.21742/AJEMR.2023.8.1.01.
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2024 Author
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Usted es libre de:
- Compartir — copiar y redistribuir el material en cualquier medio o formato para cualquier propósito, incluso comercialmente.
- Adaptar — remezclar, transformar y construir a partir del material para cualquier propósito, incluso comercialmente.
- La licenciante no puede revocar estas libertades en tanto usted siga los términos de la licencia
Bajo los siguientes términos:
- Atribución — Usted debe dar crédito de manera adecuada , brindar un enlace a la licencia, e indicar si se han realizado cambios . Puede hacerlo en cualquier forma razonable, pero no de forma tal que sugiera que usted o su uso tienen el apoyo de la licenciante.
- No hay restricciones adicionales — No puede aplicar términos legales ni medidas tecnológicas que restrinjan legalmente a otras a hacer cualquier uso permitido por la licencia.