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Implications for Providing Access to Driver's Education

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Implications for Providing Access to Driver's Education IMPLICATIONS FOR PROVIDING ACCESS TO DRIVER’S EDUCATION FOR DISABLED STUDENTS: RESULTS OF RELATED HEALTH ASSESSMENTS by Theresa Guerriere Dissertation Committee: Professor Robert Fullilove, Sponsor Professor Sonali Rajan Approved by the Committee on the Degree of Doctor of Education Date February 13, 2019 Submitted in partial fulfillment of the requirements for the Degree of Doctor of Education in Teachers College, Columbia University 2019 ABSTRACT IMPLICATIONS FOR PROVIDING ACCESS TO DRIVER’S EDUCATION FOR DISABLED STUDENTS: RESULTS OF RELATED HEALTH ASSESSMENTS Theresa Guerriere Increasing the independence of students with disabilities involves an in-depth assessment of their inclusion in driver’s education. This study addresses (a) the plight of disabled students within the state of New Jersey who are unable to access driver’s education, despite the provisions of the Americans with Disabilities Act; (b) the need to evaluate the potential role of health educators in conducting individualized health assessments to determine the readiness, motivation, and self-efficacy of students with disabilities to participate in driver’s education; (c) the perceived benefits and barriers to the participation of students with disabilities in driver’s education including the need for individually tailored accommodations; and (d) whether the goal of driving is appropriate and accessible for students with disabilities. A case-study approach was used in this research to evaluate the innovative practice of school health educators conducting individualized health assessments of current students and some graduates of the study- site university. The school implemented the described innovation during the academic years of 2007-08 and 2008-09. This research was also designed with a mixed-method approach including quantitative data limited to frequencies and percentages and qualitative data collected from student interviews. The findings indicate that the ability of students with disabilities to drive is beneficial to their quality of life. Driving significantly impacts the self-esteem, independence, and personal freedom of this population, as well as their overall freedom to travel. © Copyright Theresa Guerriere 2019 All Rights Reserved ii ACKNOWLEDGMENTS My deepest, loving, and sincere thanks are expressed to my family. My husband, Harry, not only helps and inspires me through all other facets of life, but also supported me in many of the same ways through this academic goal. I cannot begin to describe how life has changed with his love, kindness, genuine compassion, and affection instilled in our partnership. My cousin, Dr. Anthony “Tony” Garvin, is like a brother to me, and I am so thankful for his ongoing encouragement toward the completion of this life milestone. You have, and will always be, my role model and close collaborator. My late mother, Julia Bell Parker, provided the strongest of guidance throughout my life along with her unconditional love. Sincere thanks to close friends and colleagues especially, Dr. Edwin Arenas. He has continued to provide guidance, discussions, and positive reinforcement to the end. I will always keep you in my thoughts and heart. To my family, as well as my extended family members, thank you for your support and enthusiasm. My professors have assisted me through times of tribulation, grief, and other challenging life events, and my editor patiently and diligently supported me through to the end—finally, we did it!! The hard work, the late-night reports, and missed family events—it has all come to fruition in support of a population in need of an advocate willing to forego for their benefit. T.G. iii TABLE OF CONTENTS Page Chapter I – INTRODUCTION .................................................................................. 1 Overview ........................................................................................................ 1 Driving Difficulties Encountered by the Disabled............................. 7 Statement of the Problem and Purpose of the Study...................................... 9 Research Questions ........................................................................................ 10 Definition of Terms........................................................................................ 11 Chapter II – REVIEW OF THE LITERATURE ....................................................... 15 Related Statistical and Investigational Studies .............................................. 15 Federal Law ................................................................................................... 19 Training Institutions and Adaptive Equipment .............................................. 22 New Jersey State Law .................................................................................... 25 Curriculum ......................................................................................... 25 Individualized Education Program .................................................... 26 Inclusive Education and Theory Related to Disabilities ................................ 28 Teacher-Student Relationships .......................................................... 29 International Policies ......................................................................... 31 Academic Disciplines ........................................................................ 35 Conclusion ..................................................................................................... 39 Chapter III – METHODOLOGY ............................................................................... 42 Research Design............................................................................................. 42 Data Collection .............................................................................................. 43 Study Setting ...................................................................................... 43 Recruitment Procedures and Study Participants ................................ 45 Instrumentation, Interviews, and Focus Groups ................................ 46 Data Analysis ................................................................................................. 48 Role of the Researcher ................................................................................... 49 Ethical Considerations ................................................................................... 50 Limitations ..................................................................................................... 51 Chapter IV – FINDINGS ........................................................................................... 54 Participant Backgrounds ................................................................................ 54 Meaning of Driving to Life ................................................................ 57 Perceptions Surrounding Learning to Drive ...................................... 58 Driving Accommodations .................................................................. 61 Conclusion ..................................................................................................... 62 iv Chapter V – DISCUSSION ....................................................................................... 65 Major Findings ............................................................................................... 66 Disability Classification ..................................................................... 66 Participants ......................................................................................... 67 Demographics ........................................................................ 67 Feelings and Perceptions........................................................ 68 Perceived Benefits and Barriers ............................................. 69 Implications and Limitations ......................................................................... 70 Recommendations .......................................................................................... 71 Conclusion ................................................................................................ 74 REFERENCES .......................................................................................................... 77 APPENDICES Appendix A – Approval Letter .................................................................................. 88 Appendix B – Data-Collection Instrument ................................................................ 91 Appendix C – Interview Protocol .............................................................................. 93 Appendix D – Driving Aids ....................................................................................... 94 v LIST OF TABLES Table Page 4.1 Classification of Disabilities Presented by the Population Sample ............... 55 4.2 Ethnicity of the Student Population ............................................................... 56 4.3 Parental Financial Resources ......................................................................... 56 vi 1 Chapter I INTRODUCTION Overview Policy on the inclusion of students with disabilities in regular educational environments is a movement toward their full participation in the life and activities of the school. Although inclusion represents a major focus of the Individuals With Disabilities Education Act (IDEA) of 1997, students with disabilities are not always fully included in the mainstream educational experience. Social and educational integration of students
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