Higher education can present many challenges for students including managing and scheduling classes, assignments, projects, and professional and social obligations. This experience can be even more difficult for students living with chronic illness, many of whom face the additional challenges of debilitating pain, fatigue, social misconceptions, and frequent medical care. To succeed some students with chronic illnesses will need support and accommodation in order to achieve their goals and complete their degrees. In this thesis I explore the barriers I faced as a student with chronic illness in higher education and what accommodations may help remove those barriers for future students. With this thesis I hope to participate in social, political and academic conversations as a means to increase understanding among fellow students, faculty, staff, and administrators. It is my hope that these conversations will contribute to a movement that will help support and encourage students with chronic illnesses.
|Commitee:||McTyre, Eleanor, Richardson, Scott, Wangeman, Matthew|
|School:||Northern Arizona University|
|Department:||College of Social and Behavioral Sciences|
|School Location:||United States -- Arizona|
|Source:||MAI 55/01M(E), Masters Abstracts International|
|Subjects:||Educational sociology, Education Policy, Higher education|
|Keywords:||Autoethnography, Chronic illness, Disability, Disability policy, Disability practice, Higher education|
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