TRANSITION TO HIGHER EDUCATION

Fostering Educational Opportunities for Students with Disabilities Through the Utilization of a

Student-Peer Buddy System to Help with the Transition to Higher Education

Angela Martin

Submitted to Graduate Studies – School of Education

in partial fulfillment of the requirements for the degree of:

MASTER OF SCIENCE IN STUDENT PERSONNEL ADMINISTRATION

IN HIGHER EDUCATION

Dr. Marilyn Meell

June 19th, 2018

Concordia University- Ann Arbor, Michigan

TRANSITION TO HIGHER EDUCATION 1

SECTION 1

INTRODUCTION AND STATEMENT OF THE PROBLEM

Introduction:

The setting of this project took place at Concordia University Ann Arbor, a four-year

institution. Concordia University Ann Arbor is a private liberal arts university in Ann Arbor,

Michigan, United States. Concordia University Ann Arbor is a Lutheran higher education

community committed to helping students develop in mind, body, and spirit for service to Christ

in the Church and the world. In the 2017-2018 academic school year, Concordia’s enrollment

was approximately 1,000 students. The researcher worked with Concordia’s Coordinator of

Disability Services, Emily Perry to develop and implement a program to better serve and

acclimate students with disabilities to the college environment. This program will help high

school students with disabilities transition to the world of higher education. Research shows that

students with disabilities are the most recent marginalized group to move toward equal

opportunity in education. Their campus wide involvement enhanced the overall post-secondary

experience for all students.

The researcher completed her undergraduate degree in Family Life Education at

Concordia University Ann Arbor. Upon completion, she was the Graduate Assistant for

Residence Life while completing her Master’s Degree in Student Personnel Administration in

Higher Education. In addition to her Graduate Assistantship, she worked at Just Us Club in Ann

Arbor. Just Us Club is a private charitable organization that provides high-quality, affordable,

family friendly programs for children and adults with disabilities. Just Us Club is a place where

individuals with special needs are able to get the quality care they deserve. The researcher also
TRANSITION TO HIGHER EDUCATION 2

served as the senior leader at a day camp each summer for children aged 4-11 with physical

disabilities and coached softball for adults with cognitive disabilities. The researchers current

role is a behavior therapist, providing for individuals with Autism Spectrum Disorder. This work

made a positive impact on the plans for this project and drove a force to implement such a

program.

Statement of Problem:

Research showed, one in six or 15% of children aged 3 through 17 years had one or more

developmental disabilities, which can potentially effect day-to-day functioning. With the

implementation of this program and buddy system created to help individuals with disabilities

transition to college life and transition to opportunities beyond k-12 education places a high

importance on understanding disabilities. In addition, it can create a campus wide awareness for

those who may not be fully educated or lack the experience of working alongside individuals

with disabilities. Research obtained shows the need for more higher education opportunities to be

made accessible for those students with disabilities. An individual should never be defined by

their disability but rather their ability, its important to show support and guidance towards

helping them flourish.

Project Description & Relevance:

Transition options and extended community comfort was created for students with

disabilities to get acclimated to the change from high school to college, as well as it could create

awareness for the whole campus community.

TRANSITION TO HIGHER EDUCATION 3

SECTION II

LITERATURE REVIEW

“Students with disabilities are the most recent marginalized group to move toward equal

opportunity in education. Federal laws prohibit discrimination against students with disabilities.”

(Eckes & Ochoa, 2005, p. 12) In addition, federal laws seek to provide those individuals with

appropriate services and support. Providing educational opportunities for students with

disabilities begins with elementary and secondary education. However, more and more

opportunities for higher education have become available. Elementary and secondary education

is obligatory and no student with disabilities may be rejected. On the opposite end, higher

education is voluntary and often rejects students with disabilities who are hoping to further their

education. Unfortunately, it is not uncommon for higher education to dismiss students with

disabilities for substandard academic performance. Students with disabilities typically do not

receive the same level of academic preparation in K-12 education as their peers without

disabilities, contributing to them not going on to higher education in larger numbers. The

umbrella of student disabilities includes learning disabilities, attention deficit and hyperactivity

disorder, visual impairments, deaf and hard of hearing, health impairments, mental health issues,

physical disabilities, and autism or Asperger’s syndrome. “Students with learning disabilities

now constitute the largest portion of students identified with a disability in public school; of all

students with disabilities, 46.2% are classified as having a specific learning disability” (U.S

Department of Education, 2000, p. 28).

TRANSITION TO HIGHER EDUCATION 4

Texas Council for Development (2017) found the following:

Now more than ever, students with disabilities have access to educational

supports, accommodations, and resources that assist them in continuing their

education beyond high school and preparing for a career. But higher education is

more than just job training. It opens doors to new friendships, opportunities,

experiences and careers. It can broaden an individual’s abilities –both socially and

academically – while increasing independence, job, choices, knowledge and

income. (p. 1)

Schools are becoming better skilled at supporting individuals with disabilities, but there is still

room to grow and improve. Therefore, like any student it becomes crucial for an individuals to

do research to find the school that is going to best meet their needs and goals. The better

prepared an individual is for higher education, the easier it will be to be successful. It is never too

soon to start planning for higher education.

“Many students with disabilities now spend more time in inclusive settings than ever

before and have the benefit of transition services. This and the fact that their right to an education

is now better protected than ever, continuing after high school is now a natural next step for

many students with disabilities” (Navigate Life Texas, 2017 p. 1). Some of the key components

to transitioning to higher education are making the adjustment, working with disability services

and other supports, self-advocacy and understanding the rights and responsibilities as a student

and knowing the law (Texas Council for Developmental Disabilities, 2017, pp. 11-13). The

Texas Council for Developmental Disabilities created a Higher Education Resource Guide for

Students with Disabilities to start thinking ahead. In this resource they also provided several

beneficial resources for students with disabilities looking to further their education. Research
TRANSITION TO HIGHER EDUCATION 5

proves the importance of preparation. It is important for students to know what they are looking

for from a school and nothing reveals more than a campus visit. When visiting a campus,

students and families can meet with advisors, speak with financial aid, make an appointment

with the school’s Office of Disability Services to discover the accommodation that can be made

possible for you.

Accommodations consist of modified courses, resource center, disability counselors,

living accommodations, etc. Assistive technology may also be provided, which includes

computer mouse alternatives, voice recognition software, eye tracking software and ability

switches. The types of accommodations will surely depend on each college and university.

While many colleges may offer special programs for students with disabilities, Landmark

College is one of the only accredited colleges in the United States designed exclusively for a

student who learns differently. Landmark College’s mission is to transform the way students

learn, educators teach, and the public thinks about education. At Landmark students learn how to

learn, which essentially helps them become not only more confident but also more independent.

At Landmark students with disabilities can get more personable and directed assistance they

often search for. To top it all off, the courses are tailored to meet the educational needs of the

student. (Landmark College, 2017, para. 4)

Approximately 60% of young adults with disabilities continue to post-secondary

education within eight years of leaving high school (National Center for Special Education

Research, 2011, p. 9) Roughly 19% of students who receive help for their disabilities in high

school acknowledge in college that they need the same assistance. Learning disabled students

are more likely than other students to drop out of four-year college. In fact, only 41% complete a

four-year degree within 8 years of finishing high school. (National Center for Learning
TRANSITION TO HIGHER EDUCATION 6

Disabilities, 2014, p.31) Students with learning disabilities are the biggest group of students with

disabilities. Students with learning disabilities constitute roughly one in 25 undergraduate

students. Since a learning disability is an “invisible” disability students with them bear a burden

of proof to establish their special needs. (National Center for Special Education Research, 2011,

para. 5)

In K-12 education, students with disabilities benefit from individualized education plans

(IEP) and a team that is committed to help them learn (U.S Department of Education, 2000). In

higher education, the approach is a lot less hands on. Students are expected to identify their

disability, as well as speak up if they need help. This is where the transition from high school to

college becomes problematic, students do not identify with their disability until classes have

already begun. If an individual with disabilities wants to receive accommodations, they must

disclose their disabilities and take initiative in requesting the accommodations. Accommodations

often include but are not limited to extended time for timed examinations, special parking spaces,

and large print software. (Macomb Community College Special Services, 2017, para. 6) Students

with disabilities often run into financial difficulties. They generally have lower incomes than

their peers, making it difficult to meet the special needs associated with daily and academic life.

The longer time a student with disabilities needs to complete their studies increases their cost and

the financial barriers they face. This is a contributing factor to why it may take a student with

disabilities twice as long to complete a degree. Additionally, student aid programs, such as the

Pell Grant program, do not provide flexibility to offer a maximum full-time award to students

with disabilities who are not taking a full class load (12 credits).

With the implementation of a transition program and buddy system to help individuals

with disabilities transition to college life and transition to opportunities beyond k-12 education
TRANSITION TO HIGHER EDUCATION 7

places a high importance on understanding disabilities. The transition from high school to

college is challenging for many individuals and may be exceptionally difficult for those with

disabilities. After speaking with a counselor at Roseville High School I was pleased to learn

many things. They do work with Michigan Rehab Services (MRS) to create a plan for students.

In addition, there is a school in the Kalamazoo area called MI Career and Technical institute that

is for any student with special needs. Each student must also be provided with a transition plan

on their Individualized Education Plan. Roseville High School also takes students to transition

workshops at Macomb Community College. (L, Coppola, personal communication, March 27,

2017)

It is safe to say that regardless of being protected by the law, students with disabilities

have a lot to consider when choosing a college to attend. Certain colleges will have access to a

larger resource center, and have more experience accommodating students with disabilities.

Aside from Landmark College some other top universities for individuals with special needs are

University of Iowa, West Virginia Wesleyan College, Daemen College, Bellevue Community

College, Gallaudet University and many more. The University of Iowa offers students with

intellectual, cognitive, and learning disabilities access to the REACH program. REACH stands

for realizing educational and career hopes. Through this program students receive help with

several things from coursework to life on campus. Programs like REACH allow students the

opportunity to perform better academically, build career skills, and learn to live as independent

adults. (University of Iowa REACH, 2017)

Some schools have more experience accommodating students with disabilities so have a

better understanding of what takes to help the students be successful. At Macomb Community

College their Special Services department falls under their academic advising and counseling
TRANSITION TO HIGHER EDUCATION 8

departments, which are run by Michelle Koss. Their primary goal is to help remove barriers to a

student’s education. They provide specialized counseling, tutoring referrals, interpreters,

assistive technology, career awareness and exploration, alternative testing arrangements, etc.

Through Macomb Community College a student may become eligible if they are referred by

faculty or outside agencies, have any documented disability that would contribute to obstacles in

the college classroom, or have below-average grade point average. A student must also provide

acceptance documents, for example an individualized education plan, 504 plans, verification

forms, etc. The student is also responsible for requesting a classroom assistance letter (CAL)

each semester. In addition, students are responsible for giving their CAL to campus instructors.

Regarding Macomb Community College’s campus accessibility their buildings are equipped

with special runways, elevators, handrails, and specially constructed facilities in hopes of making

student movement and use easier. Elevators keys and special parking are also available.

(Macomb Community College Special Services, 2017, para. 9)

Overall there are a lot of challenges to be faced and there are a lot of things to consider

when choosing a place to transition to post-secondary education. It is so important as a student to

make sure the school of their choosing is the right fit for them as an individual, while also

meeting their educational needs. It is beneficial to have a positive impact on the students

transitioning process to set them up to succeed and transition smoothly. Helping to prepare them

to be comfortable to speak up for themselves once they leave secondary education. With the

implementation of a transition program and buddy system for students with special needs

transition to higher education will help set them up to thrive and succeed. With the right

mindset and met accommodations all things are possible.

TRANSITION TO HIGHER EDUCATION 9

SECTION III

PROJECT DESCRIPTION AND DOCUMENTATION

Goals of the Project

With the implementation of a transition program and buddy system to help individuals

with disabilities transition smoothly to college life places a high importance on the understanding

of disabilities by faculty and staff. Such a transition program will create a campus-wide

awareness for those who may not be fully educated or lack the experience of working alongside

individuals with disabilities. Research obtained shows the need for more higher education

opportunities to be made accessible for those students with disabilities. An individual should

never be defined by their disability but rather their ability. It is important to show support and

guidance towards helping them flourish. The overall goal of this program was to help students

with disabilities become accustomed to new environments and conditions, and provide them with

a buddy to help smooth their transition. This in turn could create campus-wide awareness of

different types of disabilities. When students with disabilities are provided opportunities for

continued support and guidance beyond K-12 education it prepares them to succeed beyond high

school.

Procedures

As stated above, the overall purpose of this program was to smooth the transition to

higher education for students with disabilities by helping them become accustomed to new

environments and conditions. This is made possible by providing students with a buddy to help

smooth their transition. This is done by the creation of a transition program for them to take part

in before they graduate from high school so they can have an idea of what to expect from
TRANSITION TO HIGHER EDUCATION 10

college. Student leaders from Concordia will be provided the opportunity to become a buddy.

The student leaders will be selected based on academic standing, leadership roles on campus,

willingness to serve and potential majors. The leaders will be approved through the completion

of an online questionnaire and selected by the Director of Disability Services at Concordia

University. Once selected for the buddy role, each student will attend a mandatory training

during the weeks leading up to the beginning of the fall semester. Each Concordia student will

then be paired with their buddy based on the answers to the online questionnaire and

compatibility will be determined by a committee of individuals at Concordia. The committee

may include Coordinator of Disability Service, Director of the Academic Resource Center, a

representative of Campus Ministry, a representative of Campus Housing, etc.

My research began with interviews from two high school counselors from Michigan to

discuss what transition options they are providing for their current students with disabilities and

some of the challenges they face. This gave a better idea of what is already being done to help

students transition to higher education. When asked what current educators can do to help bridge

the gap between high school and higher education for students with disabilities, one counselor

stated “I think that everyone needs to be on the same page. As a high school counselor, it is hard

to know what every college offers for their students with disabilities. Maybe some streamlining,

for all colleges, would help.” When asked what advice they had for colleges and universities to

help make the transition to high school education as smooth as possible for student with

disabilities, one counselor stated “They need to have a program for these students that helps them

with socializing and getting them involved with a mentor who will take them out and help them

fit in.
TRANSITION TO HIGHER EDUCATION 11

Next, I interviewed four Coordinators of Disability Services from other colleges and

universities to determine what kind of transition options they are currently providing for their

students, if any. Question two regarding current transition options provided for students with

disabilities to higher education, two of the four coordinators stated their institution had some

form of transition programs for students with disabilities currently in place. One coordinator

stated “We participate in transition fairs at the intermediate school districts, participate in

transition showcases, and travel to high schools in order to share information about transition at

exit IEP meetings (upon invitation). We work with our recruitment and outreach teams, sharing

information about support services with prospective students.”

None of the four coordinators rated their institution above a three when asked to rate on a

scale of one to five, one being very ineffective, 3 being neutral and 5 being very effective on how

their institution provided students with disabilities transition options to higher education.

When asked to identify challenges that hinder them from preparing students with

disabilities for higher education, one coordinator stated, “It is a struggle to educate students

about the differences between K-12 and college accommodations in a way which is meaningful

to them and which they understand. The law changes from a "success" to an "access" model, so

many K-12 accommodations (i.e. modified assignments, personal curriculum, etc.) do not apply

in college. Parents also struggle with both these changes as well as the changes to their access to

information and decision-making abilities. It's difficult to explain to parents why you can't share

grade information or why the students' teachers may choose not to speak to them about their

adult child, or why teachers don't share progress report information with the parents if their

student is experiencing difficulty. Students with disabilities sometimes struggle with creating

realistic career goals; it may not be realistic, for example, for a student with a cognitive
TRANSITION TO HIGHER EDUCATION 12

impairment to become a neurosurgeon, or for a student who is Deaf to graduate from the

interpreter training program.” The questions used for the interview can be found in (APPENDIX

A).

Next, I conducted a survey of current Concordia University students to determine their

willingness to become a buddy, thoughts on their transition and benefits from the program.

Approximately 17 Concordia students were asked to take part in the online survey. In addition,

they were provided with a consent form allowing me to use the data collected for my project.

This was done using an online survey format to receive feedback from the students on the best

way to implement this program. When asked on a scale of one to five, one being strongly

disagree, 3 being somewhat agree and 5 being strongly agree on how much would you agree that

the implementation of a buddy system would benefit both current students and incoming students

with disabilities 29.4% answered with a 4 and 52.9% answered with a 5, equaling 82.3% total.

Individuals surveyed were asked to list one way Concordia could have made the

transition from high school to college smoother for incoming students, two students commented

on more opportunities to meet other students besides during orientation. One said “Orientation

was great, but it would’ve been nice to continue building those relationships throughout the year.

When asked if they would have benefited from having a campus buddy to help with their

transition from high school to college, of the 15 that responded 11 responded yes. One student

added “I think it would have helped me to feel more established on campus because I ended up

moving back home after my freshman year and commuting instead because I hadn't made strong

connections for a roommate for the upcoming academic year.

TRANSITION TO HIGHER EDUCATION 13

Additionally, students were asked for suggestions to create campus wide awareness about

different disabilities. One student said “Education and action- not only do students need

education (such as a seminar) about different disabilities because there is a negative stigma about

this word, but they also need to actually interact with people who have special needs in order to

break the stigma.” Another student said “I think your buddy system itself would really help with

this because people will learn by experiencing time with students who have disabilities while that

are with their buddies - building relationships.” The survey consisted of questions that can be

found in (APPENDIX C).

Once the information was gathered and analyzed I developed the details of the buddy

system program. The proposed program will then be presented to the director of the Academic

Resource Center at Concordia University Ann Arbor and will hopefully be implemented during

the summer of 2018 to assist incoming students with disabilities to have a smoother and more

successful transition to higher education. All data collected remained anonymous and

confidential and discussed only between members of the chosen board. The proposed program

included transition options for students on campus, in the classroom and in the surrounding

community. It sets students up to becoming acclimated to all their new conditions.

TRANSITION TO HIGHER EDUCATION 14

Timeline

September:

 Institution/ Department Authorization

 Identification of Content Advisor

 Complete Project Approval

 Complete draft of Section I & II

October:

 Complete Section I, II & III

 Submit final copies for SPA 515 (October 17, 2017)

November-December:

 Begin Gathering Project Data

 Make final changes to interview questions to online survey

 Finalize interview question with content advisors (December 15, 2017)

 Finalize online questionnaire and get approval from content advisor for her to send out

email to current students with disabilities (December 15, 2017)

January-March:

 Begin Gathering Project Data

 Meet with content advisor to go over progress (January 10, 2018)

 Make phone calls, set up interviews, & start collecting buddy questionnaires.

 Interview other high schools and universities for best practices in regards to students with

disabilities.
TRANSITION TO HIGHER EDUCATION 15

April:

 End Data Collection

 Meet with Content Advisor to go over collected data

May:

 Begin Writing Final Report in SPA 601

June:

 Submit Final Report and Presentation (June 26th, 2018)

 Provide the ARC final project for potential implementation at CUAA. (June 29th, 2018)
TRANSITION TO HIGHER EDUCATION 16

REFERENCES

Corlett, S. (2001). Special Educational Needs and Disability Act. Skill: National Bureau for

Students with Disabilities. Retrieved from: http://www.skill.org.uk

Eckes, S. E., & Ochoa, T. A. (2005). STUDENTS WITH DISABILITIES: TRANSITIONING

FROM HIGH SCHOOL TO HIGHER EDUCATION. American Secondary Education,

33(3), 6-20. Retrieved from

https://proxy01.cuaa.edu/login?url=http://search.proquest.com/docview/195188004?acco

untid=10245

Essex, T. A. (2012). Special education students with learning disabilities transitioning from high

school into community colleges (Order No. 3499682). Available from ProQuest Central.

(945731213). Retrieved from

https://proxy01.cuaa.edu/login?url=http://search.proquest.com/docview/945731213?acco

untid=10245

Heiman, T., & Precel, K. (2003). Students with learning disabilities in higher education:

Academic strategies profile. Journal of Learning Disabilities, 36(3), 248-58. Retrieved

from https://proxy01.cuaa.edu/login?url=http://search.proquest.com/docview/1942222

10?accountid=10245

Hitchings, W. E., Retish, P., & Horvath, M. (2005). Academic preparation of adolescents with

disabilities for postsecondary education. Career Development for Exceptional

Individuals, 28(1), 26-35. Retrieved from

https://proxy01.cuaa.edu/login?url=http://search.proquest.com/docview/223127218?acco

untid=10245
TRANSITION TO HIGHER EDUCATION 17

Landmark College - The College of Choice for Students Who Learn Differently. (2017).

Retrieved October 20, 2017, from https://www.landmark.edu/

Macomb Community College, Special Services. (2017). Retrieved October 20, 2017

from https://www.macomb.edu/future-students/student-resources/counse

ling-academic-advising/special-services/index.html

National Center for Learning Disabilities, The State of Learning Disabilities (2014.).

Retrieved October 20, 2017, from https://www.ncld.org/

National Center for Special Education Research, NCSER Publications: The Post-High School

Outcomes of Young Adults With Disabilities up to 8 Years After High School: Key

Findings From the National Longitudinal Transition Study-2 (NLTS2). (2011). Retrieved

October 20, 2017, from https://ies.ed.gov/ncser/pubs/20113005/

Navigate Life Texas, College and Alternatives for Students with Disabilities. (2017). Retrieved

October 20, 2017, from https://www.navigatelifetexas.org/en/transition-to-

adulthood/college-and-alternatives-for-students-with-disabilities

Peña, E. V. (2014). Marginalization of published scholarship on students with disabilities in

higher education journals. Journal of College Student Development, 55(1), 30-40.

Retrieved from https://proxy01.cuaa.edu/login?url=http://search.proquest.com/docview/

?accountid=10245
TRANSITION TO HIGHER EDUCATION 18

Texas Council for Developmental Disabilities, Higher Education Resource Guide Released.

(2017, July 11). Retrieved October 20, 2017, from http://www.tcdd.texas.gov/higher-

education-resource-guide-released

University of Iowa REACH (Realizing Educational and Career Hopes). (2017). Retrieved

October 20, 2017, from https://education.uiowa.edu/services/reach

U.S Department of Education, National Center for Education Statistics: Post secondary students

with disabilities (2000). Retrieved October 20, 2017, from http://nces.ed.gov/

TRANSITION TO HIGHER EDUCATION 19

APPENDIX A

SPA 515 QUESTIONS FOR HIGH SCHOOL COUNCERLORS & UNIVERSITY

DISABILITY COORDINATORS

1.) What are some of the current transition options provided for students with disabilities to

assist with their transition to higher education?

2.) On a scale of 1-5 (1 meaning very ineffective and 5 meaning very effective), how

effective do you think your school/ institution is at providing students with disabilities

transition options in higher education?

3.) What are some of the challenges you face when preparing students for higher education?

4.) What advice do you have for colleges and universities to help make the transition to high

education as smooth as possible for students with disabilities

5.) What kind of educational plans do you have in place for students to develop the skills

necessary to transition onto higher education?

6.) What can current educators do to help bridge the gap between high school and higher

education?
TRANSITION TO HIGHER EDUCATION 20

APPENDIX B
Concordia University
Informed Consent Form
Authorization for an Adult to Serve as a Research Participant

As a part of the requirements for my Master’s degree from Concordia University—Ann Arbor, I,

Angela Martin will be conducting a project to Foster Educational Opportunities for Students with

Disabilities Through the Utilization of a Student-Peer Buddy System to Help with the Transition

to Higher Education I am requesting your permission to use your data from an interview, survey,

questionnaire, or observation in my research study.

My Contact information:
Angela Martin
P: (586)822-0968
Email: angela.martin@cuaa.edu

******************************************************************************
************

I agree to participate in one or more forms of data collection about Fostering Educational

Opportunities for Students with Disabilities Through the Utilization of a Student-Peer Buddy

System to Help with the Transition to Higher Education to be conducted by Angela Martin
TRANSITION TO HIGHER EDUCATION 21

I understand that my participation is completely voluntary and that I may withdraw from the

research at any time I choose to do so, without penalty. I further understand that confidentiality

will be enforced at all times and that my information (data) will be protected from release to

anyone other than the researcher. Furthermore, I may request copies of the data and I may

request portions of my data to be deleted if I find that necessary.

Moreover, I further understand that prior to completion of the final research project report, all

identifying characteristics will be removed. I further understand that should I have questions or

concerns, I may contact: Kellie Durham P: (734)995-7582) Email: kellie.durham@cuaa.edu

Participant:__________________________________________________Date_________

Researcher:__________________________________________________Date________
TRANSITION TO HIGHER EDUCATION 22

APPENDIX C

ONLINE SURVEY QUESTIONS FOR CURRENT CONCORDIA STUDENTS &

STUDENTS WITH DISABILITIES

1.) On a scale of 1-5 (1 meaning very dissatisfied and 5 meaning very satisfied), how

satisfied are you with your transition from high school to Concordia?

2.) List one way Concordia could’ve made the transition from high school to higher

education smoother for incoming students?

3.) Would you have benefited from having a campus-buddy to help with your transition from

high school to higher education? If yes, please explain.

4.) What suggestions do you have for us to create campus wide awareness about different

disabilities?

5.) What is one tool or resources that has aided in your success at Concordia?

6.) On a scale of 1-5 (1 meaning strongly disagree and 5 meaning strongly agree) how much

would you agree that the implementation of a buddy system would benefit both current

students and incoming students with disabilities?

7.) Additional comments?

This Survey will be sent to students email with a online survey link sent out to their emails.
TRANSITION TO HIGHER EDUCATION 23

APPENDIX D

Concordia University

Informed Consent Form

Authorization to Serve as a Research Participant via an Online Survey

To Whom it May Concern:

My name is Angela Martin and I am a graduate student at Concordia University, Ann Arbor and
am completing this research project as part of my requirement for the Master of Science Student
Personnel Administration in Higher Education program. My research project is entitled
Fostering Educational Opportunities for Students with Disabilities Through the Utilization of a
Student-Peer Buddy System to Help with the Transition to Higher Education

Your feedback is essential in order to help students with disabilities transition to higher
education. Please consider participating in this survey by clicking on the on-line survey link
below

My Contact information:
Angela Martin
P: (586)822-0968
Email: angela.martin@cuaa.edu

If you choose to participate, I ask that you complete the on-line survey on or before May 16th,
2018

If you have additional questions or concerns, you may contact:

Kellie Durham
P: (734)995-7582)
Email: kellie.durham@cuaa.edu
TRANSITION TO HIGHER EDUCATION 24

Thank you for your time and participation in this survey,

Angela Martin

******************************************************************************
************

Before you begin the survey, please read the following information so that you fully understand
the potential risks, benefits, and confidentiality components of this study.

POTENTIAL RISKS & CONFIDENTIALITY MEASURES:

1. Participation in this study does not present any form of risk to you.

2. Completing this survey will require about five to ten minutes of your time.

3. Participation in this survey is strictly voluntary and you may discontinue your
involvement at any time without penalty.

4. The responses obtained through the survey will be kept confidential, only the researcher
and university research supervisor will access the data.

5. The final report will contain no identities linking the responses back to the subjects after
the survey is submitted. Also, the researcher receives no indication of which of the
subjects participated in the study or not.

POTENTIAL BENEFITS:
TRANSITION TO HIGHER EDUCATION 25

A summary of the results will be shared with Emily Perry, Disability Support Services
Coordinator in the hopes that it can assist in helping students with disabilities transition to
higher education.

CONSENT TO PARTICIPATE:

I understand that by clicking on the link below, I am giving my informed consent as a

participating volunteer in this study. It also indicates that I understand the purpose, risks,
benefits, and confidentiality components of this research.

I further understand that should I have questions or concerns, I may contact: Kellie Durham P:
(734)995-7582 Email: kellie.durham@cuaa.edu