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Visualize Our Perspective: Using Photovoice to Document Students’ College Experiences

Clouse, Diane E
http://orcid.org/0000-0002-8939-4274
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439295237

Abstract Details

2015, EdD, University of Cincinnati, Education, Criminal Justice, and Human Services: Special Education.
This case study describes the perceptions of seven diverse adults with intellectual disability enrolled in an inclusive post-secondary program and engaged in a collaborative group approach to inclusive research. The study documents, describes, and analyzes the perceptions of these adults’ post-secondary educational experiences and the impact of their participation in the research processes. Multiple methods documenting participants’ viewpoints included focus groups, photovoice, semi-structured interviews, and questionnaires. Objectives were to: (a) provide participants with intellectual disability with the opportunities to document and critically discuss their post-secondary educational program in order to evaluate its effectiveness; (b) share their results with peers, policymakers, and other potential stakeholders; and (c) document the inclusive research practices utilized to achieve these objectives and how they influenced participants. Results reveal participation in this inclusive college program is providing participants with opportunities for personal and relational development including: recognizing college as their preferred option; defining themselves; adapting to challenges; exceeding others’ expectations; developing friendships and close personal bonds; belonging to the college community; and other positive social experiences. Data supports common themes across their perspectives, while highlighting the uniqueness of each individual. Further inclusive research with adults with intellectual disability is needed to begin to comprehend the impact of inclusive post-secondary educational programs and document their abilities to advocate for themselves, critically reflect on experiences, and effectively contribute to research processes. Such research supports the notion “Nothing about us, without us.”
Anne Bauer, Ed.D. (Committee Chair)
Stephen Kroeger, Ed.D. (Committee Member)
Lisa Vaughn, Ph.D. (Committee Member)
180 p.
Special Education
collaborative group approach; insclusive research; intellectual disability; photovoice; post-secondary educational program; case study

Recommended Citations

Citations

  • Clouse, D. E. (2015). Visualize Our Perspective: Using Photovoice to Document Students’ College Experiences [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439295237

    APA Style (7th edition)

  • Clouse, Diane. Visualize Our Perspective: Using Photovoice to Document Students’ College Experiences. 2015. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439295237.

    MLA Style (8th edition)

  • Clouse, Diane. "Visualize Our Perspective: Using Photovoice to Document Students’ College Experiences." Doctoral dissertation, University of Cincinnati, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439295237

    Chicago Manual of Style (17th edition)

ucin1439295237
697
© 2015, some rights reserved.Creative Commons License Visualize Our Perspective: Using Photovoice to Document Students’ College Experiences by Diane E Clouse is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by University of Cincinnati and OhioLINK.