Volume 18, Number 2, Winter 2006
- Virginia’s Higher Education Leadership Partners (VA-HELP): Creating Change Through Effective Statewide Collaboration
- Faculty Knowledge and Practices Regarding Students with Disabilities in Three Contrasting Institutions of Higher Education
- A Comparison of the Provision of Educational Supports to Students with Disabilities in AHEAD Versus Non-AHEAD Affiliated Institutions
- Improving Postsecondary Outcomes for Students with Disabilities: Designing Professional Development for Faculty
- Literature Synthesis of Key Issues in Supporting Culturally and Linguistically Diverse Students with Disabilities to Succeed in Postsecondary Education
- A Case Study of Accommodations for Transition - Age Students with Intellectual Disabilities
Virginia’s Higher Education Leadership Partners (VA-HELP): Creating Change Through Effective Statewide Collaboration
Abstract: Even though collaboration is listed as one of the key elements in successful service delivery, there is little empirical data on the effectiveness of these relationships (Scott, 1996). In Virginia, a group of concerned stakeholders established a consortium representing a wide spectrum of higher education programs, state agencies, secondary education personnel, advocacy groups, and students with disabilities to address systematic issues confronting our colleges and universities. This paper describes the collaborative process developed and implemented to address pressing issues facing students with disabilities in higher education. This process, based on Melaville and Blank’s (1991) five principles of collaboration, was adopted by the group to determine the effectiveness of their activities as measured by these five principles.
Faculty Knowledge and Practices Regarding Students with Disabilities in Three Contrasting Institutions of Higher Education
Abstract: In this exploratory survey research, faculty from three types of institutions of higher education (IHEs) provided input regarding their knowledge about disabilities, legal mandates, accommodations, and the office of disability services (ODS); their practices; their willingness to provide accommodations; and their interest in topics for professional development pertaining to students with disabilities. The goal was to be able to recommend professional development strategies and activities matched to institution type so as to increase faculty knowledge and thereby retention and graduation rates of students with disabilities. All full-time and part-time faculty (4,995) in a state university (SU), private university (PU), and community college (CC) received a cover letter and self-report questionnaire. The overall response rate was 27.7% (1,384). Faculty in the PU were significantly more knowledgeable about disabilities, relevant legislation, and the ODS than faculty in the other two IHEs. The CC faculty were very much more likely than other faculty to include a statement in their syllabi and to make an announcement in class encouraging students with disabilities to speak to them about their accommodation needs. However, there were no significant differences among the three groups of faculty regarding knowledge or willingness to provide accommodations. Overall, faculty ranked information about the ODS and teaching accommodations as the topics of greatest interest in professional development; the CC faculty expressed the greatest interest in all topics. Implications for practice and future research are discussed.
A Comparison of the Provision of Educational Supports to Students with Disabilities in AHEAD Versus Non-AHEAD Affiliated Institutions
Abstract: Recent changes in the labor market have shown the importance of postsecondary education for students with disabilities. With limited access to higher education, some students with disabilities cannot compete successfully. Because understanding the necessary educational supports and accommodations in postsecondary institutions appears to be critical to employment and quality adult life, the National Center for the Study of Postsecondary Educational Supports (NCSPES) at the University of Hawai‘i at Manoa recently completed a national survey of educational support provision programs. A comparison of institutions whose disability support coordinators (DSCs) are members of the Association of Higher Education And Disability (AHEAD) and DSCs at non-affiliated institutions suggests that affiliated institutions provide significantly more supports for these students in many of the areas surveyed than do non-AHEAD postsecondary programs.
Improving Postsecondary Outcomes for Students with Disabilities: Designing Professional Development for Faculty
Abstract: Increasing the knowledge and skills of postsecondary faculty to effectively teach learners with disabilities has the potential to improve postsecondary education and career outcomes for individuals with disabilities. The qualitative research study reported in this article involved 7 focus groups of students with disabilities (a total of 24 students) and 12 focus groups of postsecondary faculty members and administrators (a total of 41 participants) on campuses nationwide. The purpose of the research was to identify content, media, and formats for faculty development. Results suggest that campuses offer training that increases faculty knowledge regarding disabilities and legal issues, and knowledge and skills related to accommodation strategies (especially for learning disabilities and other “invisible” disabilities) that maintain academic standards, communication between students and faculty, confidentiality, resources, and service coordination. A variety of training options should be offered to address the wide range of faculty interests. These may include short presentations as part of existing meetings, longer seminars, participatory workshops with case studies, online training, searchable Web resources, video presentations, and short printed materials. The authors share how applying the principles of universal design offers a promising practice for organizing content for and delivering training to instructors and how the results of this study were applied in a nationwide faculty training program.
Literature Synthesis of Key Issues in Supporting Culturally and Linguistically Diverse Students with Disabilities to Succeed in Postsecondary Education
Abstract: Postsecondary students with disabilities who are of culturally and linguistically diverse (CLD) heritage often face additional barriers to success compared to their non-CLD peers with disabilities, in many cases due to the effects of simultaneous membership in two minority groups (CLD and disability). Given that the proportion of CLD students is increasing across all levels of the education system, postsecondary education personnel involved in supporting students with disabilities must become aware of the issues that are particularly relevant for those of CLD heritage. This article provides a synthesis of key issues and effective practices identified through an extensive search of the literature. Topics include cultural competency; social support networks; mentors and role models; attitudes, skills, and knowledge needed for postsecondary education success; assistive technology; and financing postsecondary attendance.
A Case Study of Accommodations for Transition - Age Students with Intellectual Disabilities
Abstract: This paper presents a qualitative study of the experiences of three
transition-aged students with intellectual disabilities, their parent(s), faculty,
and Disability Services Office (DSO) professionals after the students had taken
at least two courses at their local community college. The students were part
of the College Career Connection (CCC) project, a cohort of 25 high school
students in Massachusetts, age 18-22, who were supported in inclusive postsecondary
education by their high school and the Institute for Community Inclusion (ICI)
at the University of Massachusetts - Boston. The focus is on understanding
academic accommodation using a semi-structured interview format of core questions
and additional questions created for each specific role (student, parent, faculty,
etc.). Extensive quotes from the interviews are used to illustrate key themes.
