Graduate and Professional Education for Students with Disabilities: Examining Access to STEM, Legal, and Health Fields in the United States
Graduate and Professional Education for Students with Disabilities: Examining Access to STEM, Legal, and Health Fields in the United States
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残疾学生的研究生和职业教育：考察美国进入 STEM、法律和健康领域的机会
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发表时间：
2020
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通讯作者：
Suzan Kommers
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作者：
Ryan S. Wells;Suzan Kommers
残疾人历来被边缘化，在各级教育中的代表性一直不足。在美国，20世纪70年代的《残疾人法案》（IDEA）改变了小学和中学教育的格局，增加了许多学生的入学机会。1990年，《美国残疾人法》获得通过，自那时以来，残疾学生进入中学后教育机构的比例有所提高。在2001年，只有大约5%的大学生被确定为有残疾，而最近的估计将残疾本科生的比例提高到大约11%。尽管这种增长，只有5%的学士后学生报告有残疾相对于本科生。这就提出了残疾学生如何获得研究生和专业教育的问题。
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.