Abstract
This phenomenological study examines students with disabilities’ perceptions of success and belonging in a college experiential program at a 4-year state university in the Southern United States. Data were gathered through one-on-one interviews with ten students and focus groups with five. Analysis revealed that students appreciated the university's cultural sensitivity and disability services but felt isolated due to the program's emphasis on job training in separate classrooms. The study suggests that college-level programs for students with disabilities should offer more campus-wide engagement to improve their sense of belonging and success.
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