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Volume 11, Number 1
(Back to main JPED page)
Speaking Out: Perceptions of Students with
Disabilities at Canadian Universities Regarding Institutional Policies
Jennifer Leigh Hill
Abstract: This article examines the perceptions
of students with disabilities attending universities in Canada regarding
the "fairness" of the institutional policies of the campuses
that they attend. In general students rated the policies as adequate
in meeting their own specific needs, however, in terms of satisfaction
with the various institutional policies, students rated them as
only poor to good Responses of students were examined to determine
whether the degree of satisfaction was affected by the size of the
institution in which the students were enrolled. Students attending
small universities (i.e., universities in which the total student
population was fewer than 10,000 students) rated their level of
satisfaction with the policies in effect slightly higher than did
students attending large universities (i.e., universities in which
the total student population was greater than 10,000 students);
however, the difference was not found to be significant. Many of
the students were unaware of policies in effect. Recommendations
are made to assist students to become aware of their rights and
to promote understanding by institutional staff of the unique needs
of students with disabilities.
The Win-Win Approach to Title I of the Americans
with Disabilities Act: Preparing College Students with Learning
Disabilities for Career-Entry Placements after Graduation
Phillip D. Rumfill, Jr.
Abstract: As access and opportunity for college
students with disabilities continue to improve under Title II
of the Americans with Disabilities Act of 1990 (ADA), post-graduation
follow-up studies find graduates with disabilities at a decided
career development disadvantage. Title I (Employment) of the ADA
provides specific procedures for requesting and implementing reasonable
on-the-job accommodations, but the procedures require the person
with a disability to initiate the accommodation process. In this
paper, the "win-win" approach to reasonable accommodations
is described as a three-step program designed to assist people
with disabilities in (a) identifying their accommodation needs,
(b) understanding their rights to accommodations and procedures
for requesting them, and (C) communicating their needs to employers.
Student services professionals can utilize the "win-win"
approach to prepare graduating students with disabilities to advocate
for themselves in seeking, securing, and maintaining competitive
employment.
Inclusion of Students with Disabilities
in a College Chemistry Laboratory Course
Nancy McDaniel, Gerri Wolfe, Chris Mahaffy, and John Teggins
Abstract: The Center for Special Services and
the Department of Physical Sciences at Auburn Universityat Montgomery
are collaborating on a program that modifies instructional methods
to fully include students with physical disabilities who use a
wheelchair in the chemistry laboratory. The purpose of this project
is to develop a methodology for all students with a focus on modifying
classroom activities and experiments rather than requiring the
student with a physical disability to adapt to the traditional
curriculum. The resulting experiments are safe for students with
disabilities, cost effective and leave unchanged the chemical
principles being taught. Six traditional General Chemistry experiments
were modified and piloted in a postsecondary chemistry laboratory.
In combination with two existing experiments that did not require
modification, these exercises enabled the entire first quarter
of the laboratory section of the course to be adapted. All students,
including two students with disabilities who used wheelchairs,
performed identical modified experiments during a regular quarter.
The philosophy and impact of these modifications are discussed
along with the implications for increased cost-effective accessibility
to laboratory settings.
Copyright 1994, Association on Higher Education
and Disability
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