JPED

Legislative, Policy and Practice Initiatives for Students with Disabilities in Australian Postsecondary Education
Barrie A. O'Connor and Lynn Hammond
Abstract: Postsecondary education in Australia has undergone major structural change in recent years, particularly through merging of institutions and changing the balance of vocational education and training responsibilities across the public and private sectors. At the same time, an increased awareness of, and response to, the needs of students with disabilities has been promoted by government social justice policies that are underpinned by anti-discrimination and disability services legislation. This paper briefly outlines the nature of these structural changes, the wider legislative background, and policy initiatives directed at improving the successful participation of students with disabilities in postsecondary education. Practice developments specific to the vocational education and training, and university sectors are outlined as well as wider collaborative initiatives that operate across both sectors.

Promoting Inclusive Learning in Higher Education for Students with Disabilities in the United Kingdom
Vivienne Parker
Abstract: Access to postsecondary education for students with disabilities or learning difficulties in the United Kingdom (U.K.) has been added to the national agenda only within the last eight years. The university sector has moved from being largely unaware of these students through initiatives centered on promoting access to higher education to a current concern with promoting high quality education and "inclusive learning." This article offers an introduction to the factors influencing these developments nationally; the recent initiatives of the councils which fund higher education in the U.K. to finance special projects across the sector to promote access, the Tomlinson report and the 1995 Disability Discrimination Act. The national situation is illustrated by reference to the experience of the University of East London at which the author coordinates services for students with disabilities.

Students with Special Needs: A Paradigm for the Transition from School to College in the United Kingdom
WA. Gulam and J. Triska
Abstract: During 1996, a research project to examine the transition for students from United Kingdom (U.K.) special schools to post school education was undertaken by Salford University and Oakwood "Special School" to (a) assess what Oakwood students felt about their change of circumstance and environment, (b) obtain the views of parents as to their optimal scenario for this change, and (c) suggest a mentoring model to facilitate transition from school to college for "special needs" students. The project resulted in the construct of a bi-institutional mentoring model and process that would enhance student progression and provide educational continuity for "special needs" students.

Study Conditions and Behavioral Patterns of Students with Disabilities in German Universities
Johannes-Jiirgen Meister
Abstract: As part of a nation-wide research project, we analyzed behavioral patterns, study conditions, and educational achievements of students with disabilities by qualitative interviews. The main purpose of this project was to find out how students cope with their disability The study showed that all the students had common coping strategies entirely independent from whether their disability was physical, sensory, or both. The more students with disabilities had learned to accept and understand their disability as a normality and as part of their personality during childhood and schooling, the less they had trouble during their time at university and vice versa. In this article we discuss five types of coping strategies and present preliminary findings.

Questions to Consider in Policy Development for Postsecondary Students with Disabilities
Donna Cox and Ruth M. Walsh
Abstract: This study summarizes an analysis of institutional policies for students with disabilities at 47 Canadian universities. The university policies were categorized in a topology according to their stage of completion which ranged from senate or board approved to nonexistent. Based upon a content analysis, the study revealed over 50 typical items included in disability policies across the country. From this review, a set of 11 variables was developed as a framework for higher education disability policy development and comparison.

Attitudes of College Students Toward Study Abroad: Implications for Disability Service Providers
Peter Matthews, Brenda G. Hameister, and Nathaniel S. Hosley
Abstract: This study investigates the perceptions of college students with disabilities toward study abroad by using personal interviews to rank perceived barriers to participation and necessary accommodations. Subjects are college students with disabilities who would qualify, academically for study abroad. Subjects cited the barriers of lack of knowledge about available study abroad programs, lack of assistive devices and services, and financial barriers. Students favored inclusionary study abroad programs as opposed to programs just for students with disabilities. Most subjects preferred six months advance notice and study abroad in their junior year of college. Disability services staff need to collaborate with international education staff and academic advisers to present timely and accurate information about study abroad options to students with disabilities.

Tech Talk: "You Talk, it Types?"-Not Quite: Speech Recognition Technology for Postsecondary Students with Disabilities
David McNaughton
Abstract: For all of us who have struggled with a computer keyboard, the allure of creating text simply by speaking is strong. For individuals with disabilities, alternatives to the regular keyboard are especially important. Individuals with physical disabilities may experience difficulty in performing the rapid discrete movements necessary for efficient typing. Individuals with learning disabilities may experience difficulty both in learning keyboarding skills, and in managing the cognitive load associated with simultaneously generating ideas, spelling words correctly, and entering text accurately.

On the Net
Daniel J. Ryan
Summary: A good example of the value of electronic discussion groups, or listservs like DSSHE-L, the list for Disability Support Services in Higher Education, is the timing and quality of the discussion of the Boston University Learning Disabilities case.

Copyright 1998, Association on Higher Education And Disability

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