Author(s)

Andrew Blazie

Date Approved

7-24-2013

Document Type

Thesis

Degree Name

M.A. Higher Education

Department

Educational Services, Administration, and Higher Education

College

College of Education

First Advisor

Sisco, Burton

Subject(s)

Students with disabilities--Education (Higher)

Disciplines

Higher Education

Abstract

The goal of this study was to determine if students with documented disabilities at Rowan University felt as if they mattered to the university. The subjects in this study consisted of 161 students with a documented disability during the Spring 2013 semester. Data were collected using a modified version of the Mattering Scales for Adult Students in Higher Education, which consisted of 45 Likert scale statements meant to gain insight into students with disabilities perceptions toward mattering in five subscales. Data analysis reported that participants generally felt they mattered in each of the five subscales. However, the lowest mean scores were found in the Administrative Subscale and the highest scores were found in the interaction with Peers Subscale. An analysis of significant correlations discovered different levels of mattering between students with invisible disabilities and students with visible disabilities, transfer students into the university, and students who received an Individual Education Plan (IEP) during his or her K-12 school years.

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