JPED

The Process: The Development of the AHEAD Program Standards
Lyman Dukes
Abstract: During the past twenty years, the number of college students with disabilities has increased dramatically. There has been a corresponding increase in the extent of services offered and the number of programs available for this cohort. Unfortunately, little research has identified Office for Students with Disabilities administrators’ perceived importance of service components considered essential for assuring equal access to education for students with disabilities. A 62-item survey was developed to identify those service components postsecondary disability practitioners consider essential for assurance of equal educational access for students with disabilities. The survey development process is described and findings related to the study and its implications are presented.

Program Standards for Disability Services in Higher Education
Stan Shaw and Lyman Dukes
Abstract: The promulgation of Program Standards for disability services in higher education provides a research-based direction for postsecondary institutions, consumers and governmental agencies with respect to the services necessary to provide equal access for college students with disabilities. Twenty-seven Program Standards across nine categories are presented. Myths challenged by these Standards and the implications of the Standards for the future of disability services in postsecondary education are discussed.

An Examination of Community College Faculty Members’ Knowledge of the Americans with Disabilities Act of 1990 at the Fifteen Community Colleges in Mississippi
Jean Doña and Julie Horine Edmister
Abstract: The purpose of this study was to examine faculty knowledge of the Americans with Disabilities Act (ADA) policies and guidelines. The Assessment of Faculty Knowledge of the Americans with Disabilities Act of 1990 Policies and Guidelines, adapted from an assessment research study of university faculty conducted by Thompson, Bethea, and Turner (1997), was administered to 300 full-time academic and vocational/technical faculty at the 15 community colleges in Mississippi. Assessment items related to the three thematic areas of the Americans with Disabilities Act: (a) treatment of individuals with disabilities, (b) modifications to college programs, and (c) academic adjustments. Findings suggest that Mississippi community college faculty have very limited knowledge of the ADA’s implications for faculty, student, and staff responsibilities or rights. Recommendations for increasing faculty awareness of ADA polices and guidelines are proposed.

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