Volume 20, Number 1, Summer 2007
- Help-Seeking Patterns in College Students with Disabilities
- A Summary of Evaluations for Learning and Attention Problems at a University Training Clinic
- Gaining Access to Textbooks for Postsecondary Students with Visual Impairments
- A Course-Based Model to Promote Successful Transition to College for Students with Learning Disorders
- Scale of Adaptive Information Technology Accessibility for Postsecondary Students with Disabilities (SAITAPSD): A Preliminary Investigation
Help-Seeking Patterns in College Students with Disabilities
Abstract: Research consistently shows that college students who take advantage of supports and accommodations perform better academically. The literature is not clear, however, on whether college students with disabilities seek help more or less frequently than their peers without disabilities. One major form of help is consulting with professors outside of the classroom. This study recruited faculty members across disciplines at a small liberal arts college and asked them to record all student office visits for the second half of a semester. Working in conjunction with the office of disability support services, help-seeking data were tabulated for students with and without disabilities and compared by subject area. Results show that students with disabilities sought help (i.e., met with professors) at rates similar to those of their peers without disabilities.
A Summary of Evaluations for Learning and Attention Problems at a University Training Clinic
Abstract: Over a five year period, a university clinic performed psychological evaluations of 102 adults (including 85 college students) who reported that they were experiencing learning or attention problems. Of 92 persons who completed the evaluation, 40 (43.5%) received no diagnosis, 7 (7.6%) received the diagnosis of ADHD, 29 (31.5%) received the diagnosis of LD, 2 (2.2%) received the diagnoses of both ADHD and LD, and 14 (15.2%) received the diagnosis of some other disorder, such as depression. Those diagnosed with ADHD and/or LD were similar in terms of demographic characteristics, academic history, and most psychological test scores. Those diagnosed with ADHD and/or LD differed significantly from those diagnosed with another disorder or no disorder on high school GPA, the Working Memory and Processing Speed Index scores of the WAIS-R/WAIS-III, and several academic achievement subscales of the WJA-III. Issues concerning the diagnosis of LD and ADHD in university students are discussed.
Gaining Access to Textbooks for Postsecondary Students with Visual Impairments
Abstract: This article reports the results from a national survey of experiences in postsecondary education of students with visual impairments in gaining access to textbooks. Participants were members of listserves sponsored by the student affiliates of the American Council of the Blind and the National Federation of the Blind. While the majority of students were successful in gaining access to their textbooks in formats they could use, a greater number reported delays in procuring textbooks. National accessible textbook providers such as Recording for the Blind & Dyslexic, http://www.bookshare.org, and the National Library Service for the Blind and Physically Handicapped influenced the ways in which respondents gained access to textbooks. Respondents called for quicker access to textbooks, differing formats for electronic versions, changes in how electronic texts are structured, and improvements in service delivery related to textbook conversion for offices serving students with disabilities and publishers.
A Course-Based Model to Promote Successful Transition to College for Students with Learning Disorders
Abstract: The purpose of the current study was to evaluate student perceptions of the impact of a course developed to assist students with learning disorders, both learning disabilities and attention-deficit/hyperactivity disorder (AD/HD), transition and adjust to a university environment. Students’ perceptions of the impact of the course over time were assessed by a follow-up questionnaire sent to 222 students who had taken the course over the past eight years. In addition, students’ perceptions of the immediate impact of the course were assessed by a pre/post version of the questionnaire administered to 68 students taking the class. For the follow-up questionnaire, the variables of acceptance, communication, learning preferences and styles, and academic self-confidence were found to be statistically significant. For both the pre/post and follow-up questionnaire participants’ acceptance and understanding of their learning disorders and peer support were found to be statistically significant in transition and adjustment.
Scale of Adaptive Information Technology Accessibility for Postsecondary Students with Disabilities (SAITAPSD): A Preliminary Investigation
Abstract: The responses of 81 Canadian junior and community college students
with disabilities were used to develop and evaluate the Scale of Adaptive Information
Technology Accessibility for Postsecondary Students with Disabilities (SAITAPSD).
This is an 18-item self-administered tool that evaluates computing accessibility
for and by students with various disabilities. The scale, a companion to the
service provider version of the measure (Fossey et al., 2005), contains a total
score and three empirically derived subscales: Adaptive Computer Availability
and Support, Perceived Computer Competency, and New Computer Technologies.
Results indicated that the three subscales account for 50% of the variability
in total scores. Psychometric data showed good temporal stability and internal
consistency for both the subscales and the total score. Validity data showed
strong relationships between scores and key criterion variables as well as
other measures of obstacles and facilitators to academic success. The scale
may be used to evaluate an institution’s information technology (IT)
accessibility, provide empirical data to influence IT policy, and pinpoint
areas of strength as well as areas for improvement, all from the perspective
of students with disabilities.
