Nicholas Gelbar
Biographic Data
| ID | 6607940 |
|---|---|
| NAME | Nicholas Gelbar |
| GIVEN NAMES | Nicholas |
| FAMILY NAME | Gelbar |
| SIGNATURE | GELBAR N |
| AFFILIATIONS | University of Connecticut |
| ORCID | 0000-0002-7734-2207 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Global perspectives on educating blind and visually impaired students in higher education
This systematic review examines the state of peer-reviewed published research on blind and/or visually impaired college students from 2013 to 2022. It highlights the global distribution of research, the study methodologies utilized, and the research topics that currently dominate the field. Findings highlight the need for broader global development and representation of countries in the field, the expansion of research samples and methodologies, …
Learning under lockdown
The COVID‐19 pandemic disrupted universities across the world, amplifying pre‐existing accessibility gaps that disproportionately impact postsecondary students with disabilities. This PRISMA‐guided systematic review synthesized 74 peer‐reviewed studies published between January 2020 and December 2024 focusing on research related to the experiences of postsecondary students with disabilities, accessibility staff and faculty during the pandemic. At…
Enjoy your time and be confident”
Ten years after
This article presents the results of a systematic review of the literature related to postsecondary education and disability published in peer-reviewed articles from 2013 to 2022. It replicates a prior investigation that examined the literature published on this topic between 1952 and 2012. Results indicated a nearly 200% increase in the number of published articles in this 10-year period, and moreover, a nearly 1,400% increase in articles that w…
The transition to college
The experiences of autistic college students have become an increasing focus of research over the past 10 years. As a part of a larger research project, 40 successful autistic college students were interviewed about their experiences transitioning from high school to college. Participants reported being active participants in selecting colleges, but not receiving robust transition services during high school. They reported wanting additional oppo…
Accessibility service providers’ perceptions of college students with autism spectrum disorder
Increasing numbers of individuals with Autism Spectrum Disorder (ASD) are pursuing postsecondary education opportunities, including college degree programs. Many receive supports and accommodations from their college accessibility service office. In this study, results of an online survey completed by 147 college accessibility services personnel summarized their perceptions of the facilitators and barriers faced by college students with ASD. Desc…
Factors Related to Extended Time Use by College Students With Disabilities
Extended time to complete course examinations is the most commonly provided accommodation to students with disabilities in postsecondary institutions. However, there is a paucity of studies that examine the use and influence of extended time in true testing situations. The present study examined test accommodation used by 596 students with disabilities at a large research university. These students completed a total of 3,726 exams in 1,517 unique…
Considerations for educators in supporting student learning in the midst of Covid‐19
COVID‐19 has presented a period of unprecedented challenge for schools in the United States. Thousands of school buildings across the country were closed in the spring of 2020 through the end of the school year to slow the spread of the global pandemic. Plans to reopen schools in many states remain uncertain as the virus continues to spread across communities. Current and future challenges are complex, with significant impacts on the global econo…
A Systematic Literature Review of College and Career Readiness Frameworks for Students With Disabilities
A systematic review was conducted to understand the extent of empirical support for College and Career Readiness (CCR) frameworks and whether or not students with disabilities (SWD) are included in these frameworks. We identified 26 articles that showed a complex set of domains with both academic and nonacademic skills. Findings showed few studies reported empirical research concerning CCR frameworks for SWD and there was a strong emphasis on col…
Higher education and disability
In this study, the literature in disability and higher education was examined, with a specific focus on assessment instruments. Published articles (n _ 203) on development of new or refinement of existing instruments were reviewed for traits measured and psychometric rigor reported. Findings showed instruments are intended for professionals and students, and of the student instruments, broad categories are academic, nonacademic, and specific to a…
Literature on postsecondary disability services
Support services for students with disabilities is now a distinct field of practice in higher education, with a significant increase in the number of students receiving services, programs to serve them, and professionals who oversee the programs. The field has professional and program standards, a code of ethics, and a disability service specific professional organization. Correspondingly, an extensive corpus of professional literature has emerge…
A Systematic Literature Review of College and Career Readiness Frameworks for Students With Disabilities
A systematic review was conducted to understand the extent of empirical support for College and Career Readiness (CCR) frameworks and whether or not students with disabilities (SWD) are included in these frameworks. We identified 26 articles that showed a complex set of domains with both academic and nonacademic skills. Findings showed few studies reported empirical research concerning CCR frameworks for SWD and there was a strong emphasis on col…
Literature on postsecondary disability services
Support services for students with disabilities is now a distinct field of practice in higher education, with a significant increase in the number of students receiving services, programs to serve them, and professionals who oversee the programs. The field has professional and program standards, a code of ethics, and a disability service specific professional organization. Correspondingly, an extensive corpus of professional literature has emerge…
Literature on postsecondary disability services
Support services for students with disabilities is now a distinct field of practice in higher education, with a significant increase in the number of students receiving services, programs to serve them, and professionals who oversee the programs. The field has professional and program standards, a code of ethics, and a disability service specific professional organization. Correspondingly, an extensive corpus of professional literature has emerge…
Higher education and disability
In this study, the literature in disability and higher education was examined, with a specific focus on assessment instruments. Published articles (n _ 203) on development of new or refinement of existing instruments were reviewed for traits measured and psychometric rigor reported. Findings showed instruments are intended for professionals and students, and of the student instruments, broad categories are academic, nonacademic, and specific to a…
A Systematic Literature Review of College and Career Readiness Frameworks for Students With Disabilities
A systematic review was conducted to understand the extent of empirical support for College and Career Readiness (CCR) frameworks and whether or not students with disabilities (SWD) are included in these frameworks. We identified 26 articles that showed a complex set of domains with both academic and nonacademic skills. Findings showed few studies reported empirical research concerning CCR frameworks for SWD and there was a strong emphasis on col…
Factors Related to Extended Time Use by College Students With Disabilities
Extended time to complete course examinations is the most commonly provided accommodation to students with disabilities in postsecondary institutions. However, there is a paucity of studies that examine the use and influence of extended time in true testing situations. The present study examined test accommodation used by 596 students with disabilities at a large research university. These students completed a total of 3,726 exams in 1,517 unique…
Considerations for educators in supporting student learning in the midst of Covid‐19
COVID‐19 has presented a period of unprecedented challenge for schools in the United States. Thousands of school buildings across the country were closed in the spring of 2020 through the end of the school year to slow the spread of the global pandemic. Plans to reopen schools in many states remain uncertain as the virus continues to spread across communities. Current and future challenges are complex, with significant impacts on the global econo…
Accessibility service providers’ perceptions of college students with autism spectrum disorder
Increasing numbers of individuals with Autism Spectrum Disorder (ASD) are pursuing postsecondary education opportunities, including college degree programs. Many receive supports and accommodations from their college accessibility service office. In this study, results of an online survey completed by 147 college accessibility services personnel summarized their perceptions of the facilitators and barriers faced by college students with ASD. Desc…
The transition to college
The experiences of autistic college students have become an increasing focus of research over the past 10 years. As a part of a larger research project, 40 successful autistic college students were interviewed about their experiences transitioning from high school to college. Participants reported being active participants in selecting colleges, but not receiving robust transition services during high school. They reported wanting additional oppo…
Ten years after
This article presents the results of a systematic review of the literature related to postsecondary education and disability published in peer-reviewed articles from 2013 to 2022. It replicates a prior investigation that examined the literature published on this topic between 1952 and 2012. Results indicated a nearly 200% increase in the number of published articles in this 10-year period, and moreover, a nearly 1,400% increase in articles that w…
Enjoy your time and be confident”
Global perspectives on educating blind and visually impaired students in higher education
This systematic review examines the state of peer-reviewed published research on blind and/or visually impaired college students from 2013 to 2022. It highlights the global distribution of research, the study methodologies utilized, and the research topics that currently dominate the field. Findings highlight the need for broader global development and representation of countries in the field, the expansion of research samples and methodologies, …
Learning under lockdown
The COVID‐19 pandemic disrupted universities across the world, amplifying pre‐existing accessibility gaps that disproportionately impact postsecondary students with disabilities. This PRISMA‐guided systematic review synthesized 74 peer‐reviewed studies published between January 2020 and December 2024 focusing on research related to the experiences of postsecondary students with disabilities, accessibility staff and faculty during the pandemic. At…
Medical education (8 works) · Medicine (8 works) · Psychology (8 works) · Disability Education and Employment (7 works) · Developmental psychology (4 works) · Higher education (4 works) · Pedagogy (4 works) · Political science (4 works) · Mathematics education (3 works) · Applied Psychology (2 works)