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Volume 17, Number 2
Spring 2004
(Back to main JPED page)
Trying to Do the Right Thing: Faculty Attitudes
Toward Accommodating Students with Learning Disabilities
Jane McEldowney Jensen, Nancye McCrary, Kristina Krampe, and Justin
Cooper
Abstract: The following study explores faculty
attitudes toward students with disabilities at a large research
university. In the first phase of a three-year demonstration project,
14 instructional staff, including teaching assistants, faculty,
and faculty serving as administrators, were interviewed to determine
their informational needs and attitudes toward students with disabilities.
Analysis of these narrative interviews reveals that the participants
viewed learning disabilities differently from other disabilities
and had questions regarding providing classroom accommodations for
students with learning disabilities. This uncertainty stems from
preexisting attitudes toward students in general, principles of
academic freedom, and questions of the legitimacy of learning disability
diagnosis. Recommendations for open discussion of faculty and student
responsibilities toward teaching and learning on campus are discussed.
College Students with Learning Disabilities
Speak Out: What It Takes to Be Successful in Postsecondary Education
Michael E. Skinner
Abstract: Erin sat in her graduation regalia
waiting patiently for her name to be called to receive her long-awaited
college diploma. In many ways, the thoughts going through her
mind were identical to those of her classmates: excitement, relief,
pride, and an eager anticipation of the future. However, Erin
was also experiencing many emotions that only her fellow students
with learning disabilities could understand. She vividly recalled
the frustration she had felt when making the transition from a
high school system where all of her educational programming was
prescribed by law and structured for her by teachers and parents,
to the college setting where SHE was responsible for advocating
for herself. She recalled the anger she had felt toward a high
school experience that failed to prepare her for the strange new
world college presented for a student with a learning disability.
No teacher, counselor, or psychologist had ever discussed her
specific weaknesses with her. Nor had school personnel described
the laws that apply to students with disabilities after they leave
the structured confines of public education. Furthermore, Erin
hadn’t had a clue as to the academic accommodations available
to her. She remembered hearing about the section of Spanish modified
for students with learning disabilities only AFTER she had failed
the course in her first semester as a freshman. She also remembered
how her trip to Disability Services changed her life. Gradually,
with the assistance of DS, Erin learned the art of self-determination.
Armed with proper documentation and support from DS personnel,
Erin gradually gained the confidence she needed to discuss her
learning needs with professors and request legitimate accommodations.
Erin also remembered the unwavering support from her family and
her friends in the LD support group. But, most of all, Erin realized
that her success was due to her perseverance, reflected in her
willingness to spend large amounts of time studying, often while
other students were socializing.
Suddenly, Erin heard her name called. Her thoughts
immediately reverted back to the commencement ceremony. She proudly
accepted her diploma, waved to her family in the audience, and
walked off of the stage, confident in the belief that the skills,
knowledge, and self-determination she had acquired in college
would serve her well in the future.
Structural Validity of the WAIS-III Among
Postsecondary Students
Marley W. Watkins, James M. Kuterbach, Rebecca J. Morgan, Julie
L. FitzGerald, Rachel M. Neuhard, April G. Arthur, and Leah B.
Bucknavage
Abstract: The recent influx of students with
disabilities into postsecondary education has generated a concomitant
increase in the demand for psychoeducational assessments that
include a measure of cognitive ability, either to identify ability-achievement
discrepancies or to rule out alternate or comorbid diagnoses.
The most commonly recommended cognitive ability measure for adults
is the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III).
However, evidence regarding the psychometric fitness of the WAIS-III
for postsecondary assessments is needed. Of particular interest
is its structural validity among these students. This study applied
exploratory factor analysis to the WAIS-III scores of 183 students
at a large Mid-Atlantic university who were referred for determination
of postsecondary disability eligibility. The same four-factor
model proposed by Wechsler (1997) for the general population was
also appropriate for these students. Thus, these results support
the use of the WAIS-III with postsecondary students with suspected
disabilities.
Access to Information and Instructional
Technologies in Higher
Education I: Disability Service Providers’ Perspective
Catherine S. Fichten, Jennison V. Asuncion, Maria Barile, Myrtis
E. Fossey, Chantal Robillard, Darlene Judd, Joan Wolforth, Joanne
Senécal, Christian Généreux, Jean-Pierre
Guimont. Daniel Lamb, and Jean-Charles Juhel
Abstract: Views and concerns of the professionals
who deliver disability-related services at Canadian postsecondary
education institutions about access to information and instructional
technologies are presented. Findings are based on structured interviews
with 156 individuals who represent 80% of the population of Canadian
campus-based disability service providers. This makes the sample
truly representative of the geographic, linguistic and institutional
characteristics of the Canadian postsecondary educational system.
Key findings in the following areas are highlighted: characteristics
of participating professionals; their wish lists; current state
of campus information and instructional technologies for students
with disabilities at junior/community colleges and universities;
important factors in meeting the computer-related needs of students;
and the presence and technology needs of postsecondary faculty
and staff with disabilities. The results point to (a) the need
for better integration of adaptive computer technologies with
general-use computer labs on campus; (b) improved learning opportunities
for everyone involved, including disability service providers,
students, and faculty; and (c) the need to ensure adequate technical
support for adaptive computer technologies on campus.
Access to Information and Instructional
Technologies in Higher Education II:
Practical Recommendations for Disability Service Providers
Catherine S. Fichten, Maria Barile, Myrtis E. Fossey, and Chantal
Robillard
Abstract: This is an applied companion to our
empirical article elsewhere in this issue (Fichten et al., in
press) on technological needs and concerns of Canadian junior/community
college- and university-based disability service providers. Here,
we provide highlights of our findings as well as timely, practical
recommendations to disability service providers about ensuring
access to the growing array of information and instructional technologies
on campus. The objective is to provide (a) an overview of the
emerging landscape of information and instructional technologies
appearing on campus, (b) campus-based disability service providers’
views about these and how these relate to adaptive technologies,
and (c) suggestions about how to be proactive on campus so that
information and instructional technologies are accessible to all
students, particularly those with disabilities.
Book Review Column: Faculty Disability Services
Handbook
Elaine Manglitz and Donna McCarty
This book by Salome M. Heyward, JD, provides
the reader with information and analyses of key issues in the
field of disability services and disability discrimination law.
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