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ERIC Number: ED458728
Record Type: Non-Journal
Publication Date: 2001
Pages: 45
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
College Freshmen with Disabilities, 2001: A Biennial Statistical Profile.
Henderson, Cathy
This report presents data describing students who reported disabilities and who enrolled in Fall 2000 as full-time freshmen at public and independent four-year colleges and universities. Data were taken from the Cooperative Institutional Research Program survey. Highlights of the survey are organized into the following categories: personal and family background, high school preparation and matriculation to college, college and career expectations, self-perceptions, and opinions. Gender differences are specifically addressed. Results are also broken down by type of disability including learning disability, partially sighted or blind, health-related disability, hearing impairment, orthopedic impairment, and speech impairment. The report finds that the freshmen in 2000, regardless of disability status, were more likely than students in 1988 to have reported being individuals of color, earning higher than average high school grades, having parents with higher levels of education, and considered financial assistance as a key factor in college choice. The proportion of freshmen reporting disabilities remained stable (6 to 8 percent) between 1988 and 2000. Students with learning disabilities continued to be the fastest growing group. Three appendices and 12 tables provide further statistical details. (DB)
American Council on Education, HEATH Resource Center, One Dupont Circle, NW, Suite 800, Washington, DC 20036-1193. Tel: 800-544-3284 (Toll Free); Tel: 202-939-9320; Fax: 202-833-5696; e-mail: HEATH@ace.nche.edu; Web site: http://www.HEATH-Resource-Center.org.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: American Council on Education, Washington, DC. HEATH Resource Center.