Crystal City, Virginia
April 29, 2018
April 29, 2018
May 2, 2018
According to the Bureau of Labor statistics, "among people age 25 and older in 2014, 16.4 percent of people with a disability had completed at least a bachelor’s degree. By comparison, 34.6 percent of people with no disability had completed at least a bachelor’s degree. About 1 in 5 people with a disability had less than a high school diploma, compared with 1 in 10 people with no disability (2015).
The 2016 Disability Statistics Annual Report states, "34.9% of people with disabilities in the US ages 18-64 living in the community were employed compared to 76.0% for people without disabilities - a gap of 41.1 percentage points in 2015." Therefore, there is a huge need to bridge this gap and strive towards an equitable and inclusive world. Disability inclusion practices promote innovation and provide an accessible space where all abilities are embraced.
This paper will give a detailed overview of existing inclusion programs that have enabled persons with disabilities to thrive, with particular emphasis on the computing pathway. It will provide real-life examples of students and early college graduates who have benefited from intervention programs and explain why more of these initiatives are needed. Moreover, it will also provide a list of action steps for universities on how they can assist students with disabilities persist and transition into their professional careers.
Das, M. M., & Lee, S. B., & Lineberry, L. H., & Barr, C. A. (2018, April), Why Inclusion Programs are Beneficial to Students with Disabilities and How Universities can Help: Perspectives of Students with Disabilities Paper presented at 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, Virginia. https://peer.asee.org/29593
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