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Volume 12, Number 1
Summer 1996
(Back to main JPED page)
Concerns and Needs of University Students with
Psychiatric Disabilities
Enid Weiner and Judith Wiener
Abstract: A needs assessment employing individual
interviews was administered to 24 university students with psychiatric
disabilities. All of the students were participants in an on-site,
supported education service for students with psychiatric disabilities.
Five themes were identified as areas of concern: problems with focusing
attention and organization, low self-esteem, problems with trust,
stigma, and high levels of stress. The findings point to the need
for comprehensive services for this particular population of students.
The importance of a peer support group and a one-to-one relationship
with a counselor and an academic advisor were seen as essential,
in addition to career counselling and academic accommodations.
Using Collaboration to Enhance Services
for College Students with Learning Disabilities
Sally Scott
Abstract: Collaboration is a frequent term
in policy and practice in K-12 education and adult services for
individuals with disabilities. Yet, its potential as a means of
structuring services for college students with learning disabilities
has been largely overlooked, To consider how collaborative structures
may enhance services for college students with learning disabilities,
definitions of collaboration and the context of federal law are
examined, current practice is discussed, and a vision for implementing
collaborative services is presented. Advantages and disadvantages
of implementing collaborative services are reviewed and future
directions proposed.
Speaking Out: Perceptions of Students with
Disabilities Regarding Adequacy of Services and Willingness of
Faculty to Make Accommodations
Jennifer L. Hill
Abstract: This article examines the perceptions
of 264 students with disabilities attending universities in Canada
regarding the "adequacy" of services from the Office
of Students with Disabilities (OSD) at the postsecondary settings
they attend and the "'willingness" of faculty to make
accommodations for their unique needs in the classroom. The majority
of students rated services as good or excellent. Thirty-five percent
indicated their needs were not being adequately met, with nearly
one quarter of the students reporting that lack of service from
the OSD had seriously impacted their ability to pursue a postsecondary
education. Even though approximately two-thirds of the respondents
reported that faculty were very willing to make accommodations
to meet their needs, lack of accommodation from instructors had
seriously impacted the ability of roughly one third of the respondents
to pursue a postsecondary education. Twelve percent responded
that faculty were unwilling to make accommodations and 9% reported
taking some type of action as a result of lack of accommodation
(e.g., lodging a complaint with the Academic Vice-President).
Recommendations to improve the quality of services from the OSD
and to foster willingness of faculty to accommodate students with
unique learning needs are given.
Copyright 1996, Association on Higher Education
And Disability
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