JPED

Faculty Attitudes and Practices Regarding Students with Disabilities:
Two Decades After Implementation of Section 504
Yona Levser, Susan Vogel, Andrew Brulle, Sharon Kyland
Abstract: The following study examined experience, knowledge, and attitudes toward accommodations for students with disabilities of a large sample of 420 faculty. Participants responded to a 35-item survey questionnaire. Findings revealed that many faculty had limited experience and contact with individuals with disabilities and limited training and knowledge of disability legislation. Still most faculty expressed willingness to make classroom accommodations and reported that they have made various teaching adaptations. Several variables such as gender, personal experience, rank, and discipline were related to knowledge, attitudes, and practices. A number of differences were noted in the responses by faculty in education between this study and a study conducted 10 years ago. Implications for practice and research are discussed.

Self Advocacy Training: Preparing Students with Disabilities to Classroom Accommodations
Richard T Roessler, Patricia L. Brown, Phillip D. Rumrill
Abstract: In a single subject multiple baseline (with replication) design, 3 college students with disabilities completed training to help them advocate for classroom accommodations with their instructors. Presented in terms of 17 target behaviors in seven lessons, self-advocacy training covered the basic elements of an accommodation request (e.g., introducing oneself, disclosing disability, explaining the benefits of accommodations, describing how to implement accommodations, obtaining teacher agreement, reviewing the request, and closing by expressing appreciation). Instructional strategies included didactic teaching, modeling, role-playing, and feedback. Results indicated that the students acquired, maintained, and generalized the self-advocacy skills taught in the program

Communication Demands of University Settings for Augmentative and Alternative Communication Users
Lynne Atanasoff, David McNaughton, Pamela S. Wolfe, and Janice Light
Abstract: Seven college students who use augmentative and alternative communication (AAC) participated in a written survey to describe their communication experiences in college. Participants reported the use of face-to-face, written, and distance communication techniques to communicate with both peers and instructors. Although participants reported that they were generally successful in communicating on a variety of topics with a wide variety of methods, those individuals who used e-mail rated this the most effective way of being understood by others. Results of this survey are used to discuss strategies for successful participation by AAC users in university settings, as well as directions for future research.

Improving Technology Training Services in Postsecondary Education:
Perspectives of Recent College Graduates with Disabilities
Richard T Roessler, H. Michael Kirk
Abstract: Recent college graduates with disabilities (N = 40) completed a telephone interview regarding the type and quality of technology services they received in college. Although they were satisfied with the auxiliary classroom aids and technology information they had received, 37% reported the need for additional classroom accommodations. The majority of the participants rated their academic advisors' knowledge of technology as being inadequate to meet their needs. The participants noted that they had not (a) completed an evaluation of their technology needs while in school, (b) received training on how to use technology in the workplace, and (c) developed reasonable accommodation strategies as part of their placement planning. Nevertheless, they expressed confidence in their abilities to accommodate disability related limitations on the job. The results of the survey were used to develop recommendations for program development.

Tech Talk: Abbreviation Expansion and Word Prediction: Uses in Higher Education
David McNaughton, Kim Hartman
Abstract: A postsecondary environment often challenges a student to produce an increased number of written assignments that use professional and technical terminology and are of increasing length and complexity. When creating such texts a critical element is the speed of text entry with correct spelling and syntax. This element may be very difficult for students with specific disabilities.

On the Net
Daniel J. Ryan
Summary: A summary of discussion on the DSSHE-L listserv regarding the the Reauthorization of the Rehabilitation Act.

Copyright 1998, Association on Higher Education And Disability

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