JPED Practice Briefs (2010-present)

JPED’s Practice Briefs feature short articles that describe an innovative practice or program and how it is being implemented on a college campus. Data is reported to evaluate outcomes. Suggestions are made for adapting practices to other campuses. The following list contains titles and abstracts for all JPED Practice Briefs published since 2010.

Summer 2023

Spring 2023

Winter 2023

Fall 2022

Title: Engagement of Student Interns to Address Disability-Related Issues in Informal Learning Opportunities and Academic Courses

Link: JPED 35(3)

Authors: Scott Bellman, Sheryl Burgstahler, and Meena Selvakumar

Abstract:

The University of Washington’s (UW) Access to Informal STEM Learning (AccessISL) project employs a student-centered approach and potentially transformative practices that embrace the social model of disability, social justice education, disability as a diversity issue, intersectionality, and universal design. A leadership team of interns—each member a UW student with a disability or a museology graduate student—along with project staff engage with the UW Museology program to identify and implement strategies for making ISL activities and courses more welcoming and accessible to individuals with disabilities. Initial outcomes of AccessISL intern engagement include specific changes within ISL programs, increased awareness and implementation of universal design principles in the Museology graduate program, and expanded skills about the accessible/universal design of informal learning within future professionals who served as interns in AccessISL.

Summer 2022

Title: They're Coming in Pretty Defeated:" Mental Health During the COVID-19 Pandemic

Link: JPED 35(2)

Authors: Katherine C. Aquino and Sally Scott

Abstract: Limited research explores postsecondary disability resource professionals’ (DRPs) perceptions and experiences supporting students during the COVID-19 pandemic. As part of a larger study utilizing national survey and interview data, this paper explores DRPs’ experiences and observations related to student mental health during the pandemic-related lockdowns and subsequent transitions back to in-person campus settings. The findings of this study reveal DRPs are grappling with increasing student numbers, continuing need for expanded mental health accommodations and supports, and a persisting urgency to re-examine the role of the disability resource office (DRO) on campus related to student mental health. Implications and strategies for practice.

Spring 2022

Title: Promoting Student-Generated Applications of Universal Design to Address Accommodations

Link: JPED 35(1)

Authors: Alicia M. Drelick , Justin E. Freedman, Casey L. Woodfield, John Woodruff

Abstract: As colleges and universities increasingly focus on diversity and inclusion, it is essential to identify specific institutional practices that can evolve in support of embracing disability as a form of diversity. This article describes how disability resources staff, students, and faculty at a university collaborated to promote course policies and practices aimed at reducing the need for classroom accommodations and the dependence on students disclosing a disability. Faculty and staff embedded an action-based project in a course taken by undergraduate and graduate pre-service teachers. Students learned about multiple Universal Design frameworks and applied these frameworks by developing recommendations for policies and practices that promote universal access, in place of retrofitting instruction through accommodations. Students presented their recommendations to the university community at a series of campus events. Students’ recommendations were also embedded into a training module for faculty and staff. The outcomes of this project demonstrate how leveraging student-generated ideas through collaboration across an institution can support a shift towards more inclusive practices.

Winter 2021

Title: Animals on Campus: A Look at HUD's Advised Process and Student Outcomes      394-402

Link: JPED 34(4)

Authors: : Lauren E. Poindexter and James C. Marconi

Abstract: This study examined one Midwestern university’s emotional support animal (ESA) population and asked the question, “Are ESAs effective in the context of higher education given the academic and social demands of a student?” The number of ESA requests has increased in recent years as more students considered an ESA to help regulate emotions. This study began as a means to review our process and measure student outcomes with data gathered by surveys sent to 122 current and former students with an ESA. The survey utilized a five-point Likert Scale and open-ended questions to gather responses. Twenty-one students started the survey with 18 completing it. The survey was designed with questions that measured participants’ academic experience, interpersonal skills, intrapersonal skills, and mental health, in addition to open-ended questions related to these four key areas. The results of the survey were largely positive in the four key areas. This university utilized an ESA request process advised by Housing and Urban Development.

Summer 2021

Title: Autism Goes to College: A Workshop for Residential Life Advisors

Link: JPED 34(2)

Authors: Yasamin Bolourian Elina Veytsman Megan Ledoux Galligan Jan Blacher

Abstract: Many students with autism spectrum disorder (ASD) experience substantial difficulties with socialization and independence, and college campuses often lack appropriate support services in these areas. Residential advisors (RAs), who are trained to support all students living on campus, could be uniquely prepared to positively contribute to the college experience for students with ASD. The aim of this work was to provide a workshop to RAs at a four-year university and to explore their level of knowledge, awareness, and preparedness in supporting students with ASD who live on campus. While over a third of RAs suspected that they had a student with ASD in their residence hall, many RAs expressed not knowing about ASD or understanding the role of student disability services on campus. Most respondents felt that they had a responsibility to support these students and agreed that training in ASD would be useful, suggesting that more extensive training is warranted.

Spring 2021

Title: Addressing Mental Disability in the Postsecondary Classroom via Faculty Development Partnership

Link: JPED 34(1)

Authors: Micah Savaglio Aaron Spector

Abstract: Disability studies scholars have recently demonstrated the extent to which currently hegemonic approaches to postsecondary teaching fail to account for the complex relationship between mental disability and academic commonplaces, such as presence and participation, with real consequences for the well-being of our students. Faculty development programs have been shown to positively impact the retention and success of students with disabilities (SWDs). However, such programs often fail to account for departmental policies and practices that shape inaccessible learning environments. This practice brief details a three-module faculty development program involving instruction in universal design for learning and disability studies literature, and the development and submission of programmatic reforms designed to address SWDs. Results from post-training interviews suggested meaningful improvements in faculty members’ awareness of mental disabilities, accommodations for SWDs, and inclusive instructional practices, as well as their readiness to successfully intervene in departmental policies and practices to promote accessible learning environment

Winter 2020

Title: Using Simulated Meetings to Practice Advocating for Disability-Related Accommodations

Link: JPED 33(4)

Authors: Justin E. Freedman, Casey L. Woodfield, Benjamin H. Dotger

Abstract: Research suggests that students’ encounters with professors can be a barrier to students fully accessing disability-related accommodations. This paper describes the use of a clinical simulation as a practice to understand and support how students engage with professors in discussions about disability-related accommodations. The authors detail the use of a simulated meeting with 28 students across two universities, during which they engaged in discussion about accommodations with trained actor-portrayed professors. These simulations were video-recorded and followed by group and individual reflective discussions, which provide students opportunities to review and reflect on their meeting. The authors report the design and implementation of this practice, observations about relational dynamics, and students’ evaluations of the authenticity and benefits of the simulation as a learning activity. This simulation approach is recommended as a unique opportunity for practice and reflection that can support students and faculty to work towards meaningful access to accommodations in postsecondary education.

 

Title: Gaining Independence: Cooking Classes Tailored for College Students with Autism

Link: JPED 33(4)

Author: Libby Gustin, Holden E. Funk, Wendy Reiboldt, Emily Parker, Nicole Smith, Rachel Blaine

Abstract: Self-care skills, especially food preparation skills, are essential for independence as young adults with autism spectrum disorder (ASD) transition to adulthood. This practice brief reviews the impact of a six-week course designed to teach cooking skills to college students with ASD. The goal was to increase confidence in cooking and frequency of cooking to enhance skills for independence and dietary habits. Designed and taught by a registered dietitian nutritionist, the course utilized nutritious, sensory-friendly recipes along with visual recipe guides to promote skill building. Pre-and post-tests were administered during the first and final sessions of the course to assess self-reported changes in methods of cooking, frequency of self-prepared meals, and meal preparation confidence. Data were collected over a two-year period. Results from pre-and post-tests questionnaires showed significant increases in cooking frequency and confidence in cooking ability compared with baseline.  

 

Fall 2020 (Entire issue of Practice Briefs)

JPED 33(3)

Title: Not Another White Study: Challenging Color-Evasiveness Ideology in Disability Scholarship

Authors: Lissa Stapleton, Liam James

 

Title: Using Crip Theory to Create Campus Cultures that Foster Students' Disability Disclosure

Authors: Elisa S. Abes
Daniel C. Darkow

 

Title: Autistic-Centered Program Development and Assessment Practices

Authors: Edlyn Vallejo Peña, Dena Gassner, Kirsten R. Brown

 

Title: Five Principles to Improve Quantitative Research and Assessment About College Students with Disabilities

Authors: Bradley E. Cox, Brett Ranon Nachman

 

Title: Leveraging Campus Collaboration to Better Serve All Students with Disabilities

Authors: Adam R. Lalor, Joseph W. Madaus, Lynn S. Newman

 

Title: Using Large Survey Data to Understand the Engagement of Students with Disabilities

Author: John Zilvinskis

 

Title: Using the APP Tool to Promote Student Self-Determination Skills in Higher Education

Authors: Joseph Madaus, Nicholas Gelbar, Lyman L. Dukes, III, Michael Faggella-Luby, Donald Mills,
Ashley Taconet

 

Title: Making Disability Research Useful

Author: Ellen M. Broido

 

Title: Disabling Assessment Plans: Considering Disability Constructs and Implications in Learning Outcomes Assessment

Authors: Jeffrey Edelstein, Jordan Abbott, Ezekiel Kimball

 

Title: Persuasive Metrics: Caseload Benchmarking and Data-Driven Tools for Budgetary Advocacy

Authors: Kirsten R. Brown, Autumn K. Wilke, Maria Pena

 

Title: A Survey of Postsecondary Disability Service Websites Post ADA AA: Recommendations for Practitioners

Authors: Manju Banerjee, Adam R. Lalor, Joseph W. Madaus, Loring C. Brinckerhoff

 

Summer 2020

Title: Virtual Self-Advocacy Training Development for Freshmen Students with a Documented Learning Difference

Link: JPED 33(2)

Author: Morgan L. Russell, Denise Pearl

Abstract: Using the definition of self-advocacy from M. E. Skinner (1998) as the conceptual framework, and the Self-Advocacy and Conflict Resolution Training developed by Palmer and Roessler (2000) as the foundation, the researchers solicited feedback on the construction of an abbreviated virtual self-advocacy training for traditional freshmen college students with a learning difference with pre- and post-survey data collected at three, four-year public institutions. The purpose of the Keys to Self-Advocacy Training developed for this study was to provide a program to help address the challenges these students encounter while navigating the postsecondary disability accommodation process to gain access to appropriate academic accommodations needed for degree completion. The term “learning difference” was used in the training and this brief as a means to promote positivity around disability terminology. Students participating in this particular training demonstrated improvement in self-advocacy knowledge (Δ=0.33-1.00) after viewing one of the training videos.

 

Spring 2020

Title: Supporting Students with ASD on Campus: What Students May Need to be Successful

Link:  JPED 33(1)

Author: Tara Rowe, Tyler Charles, Henry DuBose

Abstract: The growing number of students with Autism Spectrum Disorder (ASD) in postsecondary education requires accommodations beyond typically provided supports in order to ensure success. However, most campuses lack support services provided in addition to general accommodations. A supplemental support program within a public university was developed to provide social skills, career development skills, and independent living skills to matriculating students with ASD. Program participants are provided with a mentor to work towards self-identified goals throughout the semester. In order to gain better understanding of individual student needs, a baseline survey was developed to assess strengths and needs of incoming students from the individual student perspective. The baseline was completed by 20 students in 2017-2018, providing program staff assistance, guidance, and support based on feedback from individual students. Increased GPAs as well as First Time In College (FTIC) retention rates were observed after one year. Observed outcomes included increased student participation and campus engagement for participants. Implications and recommendations for future use are discussed.

 

Title: Audio Description as a Collaborative and Reflexive Tool

Link: JPED 33(1)

Author: Elizabeth A. Thomson

Abstract: With approximately six million people who are blind, between the ages of 16-75+ years of age in the U.S., audio description (AD) is one way to increase people with disabilities’ access when visual images are involved (American Council of the Blind, 2019). Snyder (2014) described AD as a verbal description of a program (i.e., performing arts, films, cultural events). Furthermore, AD is distinct from an art label, photo caption, or an audio tour offering more than context, but actual description of the situation (Thomson, 2017). In some cases, AD is available at art and cultural museums. This paper imagines AD as a collaborative and reflexive tool for college artists, AD practitioners, blind communities, and gallery curators. This collaborative practice is important because the outcomes can increase shared access accountability, offer participating artists reflexivity, and increase the level of AD accuracy for people with visual impairments.

Winter 2019

Title: Building a Fluent Assistive Technology Testing Pool to Improve campus Digital Accessibility 

Link: JPED 32(4)  

Author: Kyle Shachmut and Amy Deschenes

Abstract: Usability testing that includes people who are fluent in assistive technology is an important way to ensure that digital products meet the needs of all users. In settings such as universities, with highly distributed content creator networks and vast differences in project sizes and scopes, it can be challenging for non-experts to find and use the best methods to assess accessibility. This article describes creation of a pilot pool of fluent assistive technology users from the surrounding geographic area made widely available internally to university content creators. The availability of the pool (n = 40) provided increased capacity to test internally developed products and vended solutions, increasing overall accessibility assessments at the university. Authors review the benefits and challenges in creating the participant pool, along with implementation details. Further discussion includes efficiencies for the university, learning by content creators, and potential directions for future research.

Title: Supporting Inclusive Teaching Through Student Observations

Link: JPED 32(4)  

Author: Stephanie Cawthon, Savannah Davidson, Sara Schley

Abstract: Institutions of higher education have a primary mission of providing a quality education to all of its student, including students with disabilities. This practice brief describes tools used in an innovative approach to teaching observations that were designed to improve access for students with disabilities through inclusive teaching strategies, an area where faculty members typically do not have robust expertise. Pivotal to this experience was observation and feedback by student mentors using a structured classroom observation and reflection tool. These tools provided unique and important information to faculty about how to improve the inclusivity of their teaching. The tool also gave students with disabilities agency in how they contribute to the improved accessibility of teaching on their campus. At an institutional level, this kind of tool may be a catalyst for collaboration between offices of disability services and faculty development as they work together to create a more accessible campus for students with disabilities.

Fall 2019

Title: Accommodating Students with Disabilities Studying English as a Foreign Language

Link: JPED 32(3) (see pages 311-319)

Author: Davey Young, Matthew Y. Schaefer, Jamie Lesley

Abstract: Students with disabilities (SWD) can encounter a number of challenges in foreign language education, a field in which practitioners are too often untrained in special education. Additionally, there are few resources available for postsecondary foreign language program administrators who wish to systematize support for SWD enrolled in their courses. This practice brief describes an eight-stage framework created to accommodate SWD enrolled in mandatory English as a foreign language course at a university in Japan. This framework includes initial referral and class placement, the creation of multidisciplinary teams, specific interventions, and review. Ongoing collaboration and teacher training supplement this framework and its implementation. Grade and attendance rate analysis pre- and post-implementation suggests that this framework helps ensure SWD in the present context can meet course objectives. Implications and portability of this framework are also discussed.

Title: The GOALS2 Program: Expanded Supports for Students with Disabilities in Postsecondary Education

Link: JPED 32(3) (see pages 321-329)

Authors: Janette D. Boney, Marie-Christine Potvin, Monique Chabot

Abstract: The occupational therapy department of a medium-sized eastern Pennsylvania university developed and piloted the Greater Opportunity for Academic Learning and Living Successes (GOALS2) program in collaboration with the Office of Student Accessibility. The program intended to expand the traditional accommodations offered to students with disabilities on college campuses through the provision of occupational therapy services to address student-selected academic learning and living goals. During the pilot semester, 13 of the approximately 110 students with disabilities on campus elected to participate in the GOALS2 program. These students met over 80% of their self-identified learning goals and reported that the program had significant value. Researchers interviewed seven of the students who expressed that they found the GOALS2 program to be valuable in reaching their self-identified goals. The GOALS2 program utilizes graduate level occupational therapy students and appears to be an inexpensive approach to augmenting the services offered to students with disabilities to promote their academic success.

Summer 2019

Title: An Academic Consultation Model for College Students with Disabilities

Link: JPED 32(2) (see pages 189-198)

Authors: Amy Lynn Button, Jessica Iwachiw, Jana G. Atlas

Abstract: This paper describes the academic consultation services offered to students with disabilities (SWD) at a small university. Each SWD is entitled to meet regularly with an academic consultant. The consultants are trained in offering a variety of services, including organization/time management, note-taking/reading comprehension strategies, goal setting, self-advocacy, stress management, school work, and social skills. They receive weekly supervision, but are given much freedom to determine the content of sessions. This paper examines the specific activities addressed within sessions of six academic consultants who met with a total of 33 SWD. Four patterns of consultation were observed. With some students, consultants focused primarily on one activity (i.e., either schoolwork or organization/time management). With others, multiple areas were addressed regularly (i.e., shifting between schoolwork and interfering needs or shifting among several areas). Patterns were not consistent for students with similar disabilities. Similarly, consultants addressed different activities with different students. Thus, the consultants appeared to focus on students’ specific needs, which is a key feature of this model. It is suggested that academic consultants can be important resources for students, especially when support is provided at the individual level.

Title: Expanding Disability Awareness in Undergraduate Education Through an Online Course

Link: JPED 32(2) (see pages 199-208)

Authors: Carlyn Mueller, Cap Peck

Abstract: This paper describes an online undergraduate course that explores ways the arts can help students develop a clearer understanding of how perceptions about (dis)ability affect their lives, and the lives of others. The course engages a variety of questions through web-mediated and arts-based activities, including: What is disability? How does schooling affect our understanding of ourselves and others? After analysis of course material, findings suggest that course outcomes, including measures of work quality and course evaluations, were both intellectually substantive and personally meaningful in both delivery modes. Student comments also suggest that many experienced the online format as a “safe space” in which to explore disability more critically. The data show that the online instructional format of the course has allowed for a dramatic expansion of the number of students who are exposed to perspectives about (dis)ability, education, and the arts, which they often characterize as transformative.

Spring 2019

Title: The Effects of Completing PREP Academy: A University-Based Transition Project for Students with Disabilities

Link: JPED 32(1) (see pages 83-90)

Authors: Jeremy W. Ford, Julianna A. Wenner, & Victoria Murphy

Abstract: This practice brief provides an overview of a project designed to support students with disabilities considering postsecondary education. Postsecondary Rewarding Education is Possible (PREP) Academy was developed by individuals from a state vocational rehabilitation agency and a public research university. PREP Academy is a campus-based, weeklong experience in which students participate in activities designed to mirror the “college experience.” In an evaluation of the project’s second year, a total of 23 students and six parents/guardians completed a pre- and post-survey to examine how attending the project affected students’ perceptions related to students attending college. Interview data from three student and parent/guardian pairs were collected to further explore students’ perceptions and to learn what components of the project were most beneficial. Results provided evidence both students and parents/guardians believe students are better prepared to attend college after participating. An emerging theme related to increasing the project’s emphasis on mirroring aspects of college was identified.

Title: Promoting an Accessible Learning Environment for Students with Disabilities via Faculty Development

Link: JPED 32(1) (see pages 91-99)

Authors: Feilin Hsiao, Sheryl Burgstahler, Terri Johnson, Daniel Nuss, Michael Doherty

Abstract: Faculty members’ positive attitudes, active engagement, and receptiveness to inclusive instructional practices may contribute to the retention and success of students with disabilities (SWDs). However, most faculty members are not adequately prepared to effectively implement inclusive instruction, and many remain uninformed regarding the functional impact of specific disabilities on academic performance. This practice brief describes a sustainable, year-long, five-module faculty development program that includes universal design of instruction, characteristics of diverse learners, accessible online learning, disability-related laws and regulations, a panel dialogue with SWDs, and a final project that involved disseminating, integrating, and applying knowledge and skills learned during the program. Results from pre- and post-training questionnaires indicated significant improvements in faculty members’ willingness to accommodate SWDs, provide accessible materials, and cultivate inclusive classroom environments, as well as in their understanding of disability law and concepts and of the accessibility of campus resources.

Winter 2018

Title: Promoting Inclusive Teaching Among College Faculty: A Framework for Disability Service Providers

Link: JPED 31(4) (see pages 433-451)

Authors: Allison Lombardi, Joan M. McGuire, Emily Tarconish

Abstract: As increasing numbers of students with disabilities enter higher education, the need for college faculty to adopt inclusive teaching practices intensifies. Professional development (PD) opportunities involving inclusive teaching strategies are a useful way to help instructors develop these skills; unfortunately, many colleges and universities do not offer such trainings due to lack of resources or limited faculty time. This practice brief presents a framework for disability service providers (DSPs) to utilize and guide instructors to create accessible class materials and assessments. Following a “plan, deliver, assess” structure, the framework includes multiple tools, including self-assessments, check lists, and work sheets, that instructors can use following PD activities to continue to make their teaching more accessible.

Fall 2018

Title: It’s Okay to Teach People with an Intellectual Disability About Their Disability

Link: JPED 31(3) (see pages 327-337)

Author: Natasha A. Spassiani

Abstract: This paper introduces a newly accredited university programme for students with an intellectual disability (ID). The curriculum is largely based on disability studies pedagogy that creates awareness of the social, political, and economic factors that influence how individuals with a disability navigate society. The aim of the innovative curriculum is to provide students with an ID with a high quality postsecondary education that may better equip them when transitioning from the education sector to employment and independent living. The university programme demonstrates a potential framework for inclusive education and the promotion of a more equitable education system for students with an ID.

Title: A Financial Literacy Course for Postsecondary Students with Intellectual Disabilities

Link: JPED 31(3) (see pages 338-345)

Authors: Joanne Caniglia & Yvonne Michali

Abstract: Historically, individuals with intellectual disabilities (ID) were limited in the amount of assets that they could earn. However, the enactment of the Achieving a Better Life Experience (ABLE) Act in 2014 provided for significant increases in the amount of earnings and savings allowable. Many of these individuals are capa­ble of saving money and building assets, yet often do not have financial skills. Furthermore, transition–age students with ID also lack the self-determination skills needed to direct their life decisions effectively. Spe­cifically, they lack the nine components of self-determination that include: problem-solving, choice-making, decision-making, goal-setting, self-regulation, goal-attainment, self-efficacy, self-awareness, and self-advo­cacy. This practice brief describes a financial literacy course within a postsecondary transition program that incorporates financial literacy content taught through the lens of self-determination theory.

Summer 2018

Title: Internship to Improve Postsecondary Persistence for Students with Disabilities in the STEM Pipeline

Link: JPED 31(2) (see pages 212-222)

Authors: Kiriko Takahashi, Lisa Uyehara, Hye Jin Park, Kelly Roberts, & Robert Stodden

Abstract: Pacific Alliance project staff developed an internship program for postsecondary students with disabilities (SWD) in the science, technology, engineering, and mathematics (STEM) pipeline. The aim of the internship was to improve students’ persistence in postsecondary education by improving their motivation, self-confidence, social and communication skills, and organizational and time management skills. In this practice brief, the authors describe the Pacific Alliance project housed at the Center on Disability Studies at the University of Hawaii at Manoa, its internship program, and the experiences of three interns as examples of successful outcomes of the Pacific Alliance internship program. The authors conclude with a discussion on the importance of one-on-one coaching and support beyond academics for SWD to succeed in the STEM pipeline.

Spring 2018

Title: An Innovative Postsecondary Education Program for Students with Disabilities in STEM

Link: JPED 31(1)  ( see pages 132-145)

Authors: Caroline Dunn, David Shannon, Brittany McCullough, Overtoun Jenda, & Mohammed Qazi

Abstract: Careers in the science, technology, engineering, and mathematics (STEM) fields have many benefits, including decent salaries, a strong employment outlook, and high job satisfaction. Unfortunately, workers with disabilities are underrepresented in the STEM fields. This practice brief describes a program designed to support college students with disabilities in STEM programs. The program, the Alabama Alliance for Students with Disabilities in Science, Technology, Engineering, and Mathematics (AASD-STEM), is a multicomponent program, with a major emphasis on mentoring, and is funded by the National Science Foundation. Preliminary program evaluation data highlighted positive changes in key attitudes and behavior related to STEM degree persistence and success for students participating in the AASD-STEM program.

Winter 2017

Title: Faculty Mentorship Program for Students with Disabilities: Academic Success Outcomes

Link: JPED volume 30(4) (see pages 383-390)

Authors:  Authors: Larry Markle, Roger D. Wessel, Jennifer Desmond

Abstract: Classroom success and academic integration are essential indicators of academic success (Tinto, 2012). Since students with disabilities, compared to students without disabilities, often face additional transitional academic issues when entering college, Ball State University developed a Faculty Mentorship Program (FMP) for students with disabilities to facilitate their academic integration. This practice brief presents a study of a nine-year longitudinal analysis of 32,409 students in three groups: students with disabilities participating in a FMP, students with disabilities not participating in the FMP, and students without disabilities. Three academic success outcomes were tracked; one-year retention, and four- and six-year graduation rates. The article also provides a thorough discussion of the portability of the program with suggestions for implementation on other campuses.

Fall 2017
No Practice Briefs
Summer 2017
No practice briefs

Spring 2017

Title: Student Attitudes and Perceptions About Postsecondary Education for People with Intellectual Disabilities

Link: JPED volume 30(1) (see pages 128-137)

Authors:  Michelle R. Haney, Kati Fisher

Abstract: Postsecondary education programs are associated with many positive outcomes for people with Intellectual Disabilities (ID) including increases in social skills, vocational skills, and independence. Although these programs are increasing, there are regions of the United States where few exist. The present study assesses the attitudes and perceptions of 133 undergraduate students at a small liberal arts college about creating a postsecondary education program for young adults with ID. Overwhelmingly positive attitudes and perceptions were reported. Most respondents reported that they would be interested in serving as a mentor and felt that a postsecondary education program would provide opportunities for growth and increase diversity on campus. In addition, concerns about changing dynamics of the classroom and compromising the integrity of the college were noted. Based on student responses, future steps to clarify misperceptions are discussed. Limitations of this study are addressed including the small response rate and self-selection bias.

Winter 2017
No Practice Briefs

Fall 2016: Special Issue Devoted to Practice Briefs

Link: JPED volume 29(3) (see complete issue for 13 Practice Briefs!)

Title: Disability Services Partnerships with Faculty Members ( See pages 219-226)

Authors: Sally Scott, Larry Markle, Roger D. Wessel, & Jennifer Desmond

Title: Doing the Right Thing: One University's Approach to Digital Accessibility(See pages 227-239)

Authors: Jill A. Sieben-Schneider & Valerie A. Hamilton-Brodie

Title: Closed Captioning Matters: Examining the Value of Closed Captions for All Students (See pages 240-250)

Authors: Karla Kmetz Morris, Casey Frechette, Lyman Dukes III, Nicole Stowell, Nicole Emert Topping, & David Brodosi

Title: Digital Media Education and Advocacy: Addressing Attitudes Toward Disability on College Campuses (See pages 251-261)

Authors: Michael T. Hartley, Aimee C. Mapes, Aryn Taylor, & Paul J. Bourgeois

Titles: Academic Coaching and Self-Regulation: Promoting the Success of Students with Disabilities (See pages 262-272)

Authors: Joshua J. Mitchell & Ann M. Gansemer-Topf

Title: An Academic Coaching Model Intervention for College Students on the Autism Spectrum (See pages 273-281)

Authors: Heather Rando, Mary J. Huber, & Gina R. Oswald

Title: Developing Peer Supports for College Students with Intellectual and Developmental Disabilities (See pages 282-291)

Authors: Megan M. Griffin, Kelly F. Wendel, Tammy L. Day, & Elise D. McMillan

Title: Changing Systems to Provide Inclusive Higher Education for Students with Intellectual Disabilities (See pages 292-300)

Authors: Olivia Raynor, Katharine Hayward, Wilbert Francis, & Catherine Campisi

Title: Comprehensive Services Tailored for the Transitional Success of Veterans in Higher Education (See pages 301-310)

Authors: Dustin D. Lange, Susann Heft Sears, & Nicholas J. Osborne

Title: From Camouflage to Classroom: Designing a Transition Curriculum for New Student Veterans (See pages 311-320)

Author: Nicholas J. Osborne

Title: Strategies and Challenges for Creating an Inclusive Study Abroad Program (See pages 321-329)

Author: Tanja C. Link

Title: McDaniel Step Ahead: A Summer Transitional Program for First Year College Students with Disabilities (See pages 330-335)

Author: Dana L. Lawson, Sarah A. Gould, & Melanie L. Conley

Title: Universal Design: Supporting Students with Color Vision Deficiency (CVD) in Medical Education (See pages 336-344)

Authors: Lisa M. Meeks, Neera R. Jain, & Kurt R. Herzer

Summer 2016

Title: From Assessment to Action: Identifying Progress Toward Enhanced Accessibility and Campus Climate

Link: JPED volume 29(2) (see pages 231-241)

Authors: Allison N. Beyer, Crystal Dea Moore, and Jamin Totino

Abstract: In 2013, a focus group of administrators, faculty, staff, and students at Skidmore College was held to discuss cross-campus changes implemented following the Assessment of Campus Climate to Enhance Student Success survey and an external disability services audit, which were conducted during the 2008-2009 academic year. The focus group gave these campus constituents an opportunity to both gauge progress and identify areas of continuing need in serving the college’s students with disabilities. The participants identified changes in policies, procedures, and services, and in the level of awareness and attention given to the needs of students with disabilities at the departmental and institutional levels. This practice brief describes the implementation of this focus group and reviews cross-campus initiatives implemented between 2009 and 2013, as identified by the respondents. Three themes emerged from the focus group responses: enhanced communication and coordination, increased awareness and receptivity, and areas needing further development.

Spring 2016

Title: Inclusive Study Abroad Course for College Students with and Without Intellectual Disabilities

JPED 29(1) (see pages 123-135)

Authors: Kelly R. Kelley, Seb M. Prohn, and David L. Westling

Abstract: The development of postsecondary education programs for individuals with intellectual disabilities (ID) opens opportunities for inclusive study abroad experiences for students with and without ID. This article shares first-hand experiences based on a study abroad trip taken by students in the University Participant (UP) program at Western Carolina University (WCU) to London, England and Dublin, Ireland. Information is presented about initial planning, recruiting and selecting participants, course content and instructional procedures, organizations and agencies visited, providing travel support for students with ID, lessons learned, challenges, future research, and implications for practice.

Winter 2015

Title: International Exchange with a Disability: Enhancing Experiences Abroad through Advising and Mentoring

JPED volume 28(4) (see pages 405-412)

Authors: Ashley Holben and Claire Ozel

Abstract: Through interaction with an advisor or peer mentor and through exposure to the experiences of role models, students with disabilities gain an appreciation of the potential challenges and benefits of international exchange and make informed choices about whether, where, and how to go abroad. By adopting strategies for inclusive advising and role modeling, less experienced practitioners can develop expertise and understanding for advising prospective exchange participants with disabilities. This practice brief outlines the steps taken by one practitioner in Turkey, where few inclusive exchange resources and role models exist, to adapt a U.S.-based organization’s strategies for supporting postsecondary students with disabilities in international exchange. It evaluates the impact of advising on the experiences of three disabled Turkish exchange students and recommends best practices and professional resources for advisors and peer mentors to enhance support to exchange participants with disabilities.

Title: Disability Awareness and University Staff Training in Ireland

Link: JPED volume 28(4) (see pages 433-435)

Authors: Lisa Padden and Carol Ellis

Abstract: It is vital that all university staff have awareness of the difficulties that may be experienced by students with disabilities. Staff must be given the knowledge and resources to support these students effectively. University College Dublin (UCD) Access & Lifelong Learning has developed a communication and training strategy to improve disability awareness among staff in UCD, Ireland. This article will outline the development and implementation of this strategy as a model that could be adapted in other institutions. In particular, this Practice Brief will outline the training options provided for staff with a focus on the implementation of Universal Design for Instruction (UDI). Inclusivity and accessibility are vital components in the approach to design and delivery of education at all levels. This article gives an overview of the practical tips and advice given to Faculty in UCD who wish to implement the principles of UDI in their own work.

Title: Universal Design for Learning and its Application to Clinical Placements in Health Science Courses

Link: JPED volume 28(4) (see pages 469-479)

Authors: Ann Heelan, Phil Halligan, and Mary Quirke

Abstract: In 2013 Ireland’s Association for Higher Education, Access and Disability (AHEAD), in partnership with the School of Nursing University College Dublin (UCD), hosted a summer school for professionals working in the Health Sciences sector who have responsibility for including students with disabilities in the health professions, including clinical placements. The topic of Universal Design for Learning (UDL) was explored and particular emphasis was given to how these principles could translate into practice on clinical placements sites. The summer school used a positive enquiry method to open a detailed dialogue about the inclusion of a diverse range of students in Health Sciences, especially students with disability. The participants comprised 25 academics working across a number of health-related sciences including nursing, medicine, and physiotherapy. While each participant is an expert in their occupational area, they attended the workshop because of an interest in inclusive practice. Using a framework presented by Dr. Joan McGuire from the University of Connecticut, the group explored how Universal Design interacts with the performance standards to be achieved by students in clinical placements. The rich discussion generated a wide variety of examples of the application of UDL. The paper is a summary of the findings of the summer school.

Fall 2015

Title: Effective Job Seeking Preparation and Employment Services for College Students with Disabilities

Link: JPED volume 28 (3) (see pages 375-382)

Authors: Gina Oswald, Mary Huber, and Angela Bonza

Abstract: This article describes the approach implemented by one university to mitigate typical barriers encountered by college students with disabilities when attempting to find post-graduation employment. The unique vocational program offered is reinforced by the successful employment outcomes and case studies discussed in this review. Over a span of five years, this approach yielded close to a 40% employment rate among graduates with disabilities. This is a significant percentage when considering the severity of disabilities within the target population and the national rates of employment for persons with disabilities. Recommended job-seeking preparation and employment services are outlined in this article with supporting literature. Implications for postsecondary institutions, disability services centers, state vocational rehabilitation counselors and researchers are provided.

Title: Accommodating Deaf and Hard of Hearing Students in Operating Room Environments: A Case Study

Link: JPED volume 28 (3) (see pages 383-389)

Authors: Lisa Meeks, Elisa Laird-Metke, Neera Jain, Mark Rollins, Seema Ghandi, & Martin Stechert

Abstract: Increasing numbers of deaf students in the health professions require accommodations in the clinical setting to ensure effective learning and accurate communication. Although classroom learning barriers have long been identified and addressed, barriers to clinical education have been far less analyzed. Operating room clerkships, which include many competing auditory and visual stimuli, pose unique obstacles to deaf students. Disability Services worked collaboratively with other campus offices to accommodate a fourth-year medical student with almost complete hearing loss in an anesthesia clerkship who had limited knowledge of any manual language such as ASL. Accommodations implemented for the student are reviewed within the context of their successes and challenges, with the goal of providing a roadmap for future deaf graduate health sciences students in the operating room environment.

Summer 2015

 Title: College Student for a Day: A Transition Program for High School Students with Disabilities

Link: JPED volume 28 (see pages 229-234)

Authors: Alexandra Novakovic and Denise Ross

Abstract: High school students with disabilities can benefit from early exposure to campus-based accommodations and supports as they transition to college. College Student for a Day (CSFAD) is an on-campus activity-based program that introduces high school students with disabilities to supports and accommodations on a college campus. This Practice Brief describes the planning, implementation and follow-up activities associated with the CSFAD program as well as outcome observations and implications for future programming.

Title: Groundwork for Success: A College Transition Program for Students with ASD

Link: JPED volume 28 (see pages 235-241)

Authors: Solvegi Shmulsky, Ken Gobbo, and Andy Donahue

Abstract: This article describes the Transition Program implemented at a liberal arts college for newly enrolled students who have the diagnosis of autism spectrum disorder (ASD). The diagnosis of ASD has risen dramatically; consequently, more students are arriving on college campuses with needs related to social pragmatic functioning. The Transition Program is designed to address the needs of this group with the following elements: early contact with students, early acclimation to campus, parent alliances, specialized academic advising and housing assignment, and ongoing support during the first year. The Transition Program is discussed in terms of meeting an emerging need in higher education and in terms of its portability to other institutions.

Title Participatory Action Research with College Students with Disabilities: Photovoice for an Inclusive Campus

Link: JPED volume 28 (see pages 243-250)

Authors: Neelam Agarwal, Eva M. Moya, Naoko Yura Yasui, Corene Seymour

Abstract: College students with disabilities face various barriers to academic and social engagement. The present project was conducted based on principles of participatory action research (PAR) using Photovoice method with six students, gathering images representing such barriers, and developing narratives to describe the problems as well as possible ways to address them. With follow-up actions, the project prompted a number of attitudinal and architectural changes on campus. In addition, the participating students reported empowering effects of the project on themselves, consistent with the premise of PAR, indicating a potential of PAR with Photovoice methodology in both empowering students with disabilities and transforming university campuses to more inclusive environment. Photovoice can be employed by disability service providers to encourage students to be their own advocates to tell their stories about campus accessibility. Students’ perspectives can inform public policy to address barriers to be more inclusive to higher education that they experience.

Spring 2015

Title: Academic Coaching: Outcomes from a Pilot Group of Postsecondary STEM Students with Disabilities

Link: JPED volume 28 issue number 1 (see pages 139-148)

Authors: Scott Bellman, Sheryl Burgstahler, and Penny Hinke

Abstract: Faced with poor retention and graduation rates for students with disabilities, postsecondary institutions have experimented with interventions to help students succeed in college. This practice brief describes a pilot initiative in which 41 students with disabilities pursuing science, technology, engineering, and mathematics (STEM) degrees at three postsecondary institutions engaged in weekly academic coaching sessions primarily aimed at improving students’ executive functioning. Data collected through an online survey of participants at the end of the initiative suggests that the academic coaching services increased their self-confidence, motivation, and determination to succeed. Participants reported that they gained skills in time management, studying, note taking, organization, prioritization, writing, self-advocacy, and stress management as a result of the academic coaching. Although literature regarding academic coaching and students with disabilities has often focused on students with LD or ADHD, results of the pilot initiative suggest that students with a variety of disabilities can benefit from coaching relationships.

Title: Voices of University Students with ADHD About Test-Taking: Behaviors, Needs, and Strategies

Link: JPED volume 28 issue number 1 (see pages 149-161)

Authors: Nicole Ofiesh, Erin Moniz, and Joan Bisagno

Abstract: In order to understand the test-taking behavior, needs, and strategies of postsecondary students with Attention Deficit Hyperactivity Disorder (ADHD), focus group comments from 17 university students with ADHD were analyzed. These comments formed the basis for a series of research studies that are in progress regarding test-taking and individuals with ADHD. The overarching goal of the current research agenda is to identify methods and instruments that disability service providers (DSP) can use in order to support decisions about test accommodations for students with ADHD. To accomplish this goal it is necessary to first identify specific test-taking behaviors that postsecondary students with, and without, ADHD demonstrate. This practice brief describes those test-taking behaviors that were self-reported during focus groups and is intended to raise awareness about the test-taking characteristics of postsecondary students with ADHD.

Title: Inclusion in the Workforce for Students with Intellectual Disabilities: A Case Study of a Spanish Postsecondary

Link: JPED volume 28 issue number 1(see pages 162-171)

Authors: Sharon Judge and Dolores Izuzquiza Gasset

Abstract: The Autonomous University of Madrid (UAM) is the first Spanish university to provide training to young people with intellectual disabilities (ID) in the university environment, which qualifies them for inclusion in the workforce. In this practice brief we describe the UAM-Prodis Patronage Chair program, a successful model used at Spanish universities within the European Higher Education convention framework, which addresses the inclusion and occupational training of young people with ID in order to help them obtain employment. We begin with a review of the special education system for young people with ID in Spain. We report outcome data for students with ID who completed the program at UAM during its first four years of implementation. These outcomes indicate that the UAM-Prodis Patronage Chair program has become one of the main strategies to achieve independent living and community integration of people with ID through a postsecondary education option.

Fall 2014

Title: Interdisciplinary Support Services for Students with Autism Spectrum Disorders

Link: JPED Volume 27 issue number 3 (see pages 333-342)

Author: Susan Longtin

Abstract: This Practice Brief describes a grant-funded pilot program at an urban four-year public college, developed to address the needs of students with Autism Spectrum Disorders (ASD). This Interdisciplinary Collaborative Support Services program provided (1) more clinical assistance for students with ASD to promote their academic and social success; (2) education, training, and supervision for graduate student mentors; (3) in-service training for faculty, staff, students, and administrators; and (4) a resource library related to the target population. This article describes the work among the different program partners to offer interdisciplinary, collaborative services for the students who elected to participate in the initiative and reports both the positive outcomes and challenges of the program. This article concludes with suggestions for expansion of the practice and research opportunities on the efficacy of the model.

Summer 2014

Title: Applying Universal Design to Disability Service Provision: Outcome Analysis of a Universal Design (UD) Audit

Link: JPED Volume 27 issue number 2 (see pages 209-222)

Authors: Tanja Beck, Patricia Diaz del Castillo, Frederic Fovet, Heather Mole, and Brodie Noga

Abstract: This article presents out an outcome analysis of a Universal Design (UD) audit to the various professional facets of a disability service (DS) provider’s office on a large North American campus. The context of the audit is a broad campus-wide drive to implement Universal Design for Learning (UDL) in teaching practices. In an effort for consistency and transparency, the DS staff decided to apply the principles of UDL that were being promoted to the very core of the user interface. The authors’ hypothesis is that DS providers themselves create environmental and procedural barriers and that, as promoters of barrier free access, they must carefully examine their professional framework. The data analyzed in the audit was qualitative and has been collected from unit staff and service users over a one year period.

Winter 2013

Title: Assessing the Impact of Inclusive Postsecondary Education Using the Think College Standards

Link: JPED Volume 26 issue number 4 (see pages 385-393)

Authors: Kathleen Bodisch Lynch and Elizabeth Evans Getzel

Abstract: Increasingly across the United States, institutions of higher education (IHE) are offering a wide array of postsecondary educational (PSE) opportunities for students with intellectual disabilities (ID). As more students with ID aspire to college, it is incumbent upon IHEs to engage in rigorous program evaluation to assess student outcomes and identify factors that foster student success. The Think College (TC) Standards, Quality Indicators, and Benchmarks provide a unifying conceptual framework that helps to focus research and program evaluation efforts. In this article we describe use of the TC Standards to evaluate an inclusive PSE program for students with ID at a large, urban university. We report preliminary outcome data and discuss how Standards-based evaluation can both guide local program improvement and contribute to the evidence base of best practices in the field. Using this accumulated knowledge, students and families will be able to make more informed educational choices.

Title: Florida College Collaborative: Facilitating Inclusive Postsecondary Education Opportunities for Your with Intellectual Disabilities

Link: JPED Volume 26 issue number 4 (see pages 395-402)

Authors: Tamm Jorgensen Smith and Nila Benito

Abstract: In response to the paucity of transition services available for students with intellectual disabilities, the Higher Education Opportunity Act (HEOA) allocated grant funding to support model demonstration programs that promote successful transition into higher education. In accordance with the objectives of the HEOA, the Florida College Collaborative (FCC) convened to facilitate the development of an inclusive postsecondary education model that supports individuals with intellectual disabilities. This effort included collaborative strategic planning, two statewide surveys of stakeholders, the development of an informational webpage, and the creation of a registry of existing postsecondary education programs in the state of Florida. A primary goal of the FCC was to lay the groundwork for a proposal for HEOA funding that would be utilized to demonstrate the model. Other states may learn from Florida’s efforts and replicate strategies to improve systems and access to postsecondary education opportunities for their youth with intellectual disabilities.

Fall 2013

Title: Transforming Barriers into Bridges: The Benefits of a Student-Driven Accessibility Planning Committee

Link: JPED Volume 26 issue number 3 (see pages 273-277)

Authors: Stephanie J. Cragg, Kritsina Nikolova, and Iren Carter

Abstract: The School of Social Work and Disability Studies Accessibility Planning Committee (APC) is a student-driven initiative that has been in existence for over 10 years. This practice brief looked at the committee through interviews with faculty and student members. The investigation aimed to determine whether the benefits of having a student-driven committee outweighed the challenges for the students, the faculty, the university, and the wider community. Outcomes indicate that student-driven committees, though faced with issues of recruitment, low membership, and reduced retention, also provide students with leadership and citizenship skills, promote dissemination of accessibility issues on campus, encourage personal growth, and serve as a tool for the consolidation of material learned in class to applications in the non-academic world. These outcomes indicate that continued support of student-driven committees on campuses has the potential of benefiting not only students, but also the university and the wider community.

Summer 2013

Title: Examination Accommodations for Students with Sensory Defensiveness

Link: JPED Volume 26 issue number 2 (see pages163-181)

Authors: Kieran Lewis and Clodagh Nolan

Abstract: Traditional examination accommodations include extra time, scribes, and/or separate venues for students with disabilities, which have been proven to be successful for the majority of students. For students with non-apparent disabilities such as sensory defensiveness, where sensitivity to a range of sensory information from the environment can severely limit one’s ability to engage in activities, accommodations such as those advocated above may not prove effective in removing barriers and promoting fairness and equity in examinations. A pilot study was undertaken by the Unilink and the Disability Services within Trinity College, Dublin to explore the difficulties encountered by students experiencing sensory defensiveness and to examine the efficacy of the provision of low distraction examination venues for this population. The Unilink Service is a college-based Occupational Therapy support service for students experiencing mental health and/or physical sensory difficulties (Nolan & MacCobb, 2006; Nolan, Quinn & MacCobb, 2011). The aim of the service is to support students in their college journey, to enable them to engage in their student role, and to complete their studies throughout their college career. A three phased descriptive non-experimental approach was taken within this pilot study using questionnaires and audits. Findings indicated that a significant proportion of the students availing of traditional examination accommodations were experiencing difficulties with auditory and visual distractions. Evidence supported the findings that the provision of low distraction examination venues enabled students experiencing sensory defensiveness to better participate in their examinations and that the low distraction venues were appropriate to their needs.

Title: Modeling Positive Behaviors for Postsecondary Students with Autism/Asperger’s” The Use of “Television Coaching”

Link: JPED Volume 26 issue number 2 (see pages 183-187)

Author: Jack Trammell

Abstract: Students on the Autism spectrum, including those with Asperger’s, are attending postsecondary schools at record rates and bringing with them unique needs and challenges. Although students with this diagnosis qualify for and often use traditional academic accommodations such as testing in a separate room, they also commonly experience academic difficulties more specifically related to the social interaction/communication deficits associated with their disability. This practice brief reports on a modestly scaled attempt (n = 5) to use Television Coaching to help students become more successful in social interactions in postsecondary academic settings (specifically, classroom discussions and job interviews senior year). Utilizing predispositions toward visual media and imitation, which are characteristic of many students on the spectrum, the results suggest promise for similar techniques that can be readily adapted.

Spring 2013

Title: b-Learning in a Distance Learning Graduate Program for Deaf Students

Link: JPED Volume 26 issue number 1 (see pages 83-33)

Authors: Jose Reis Lagarto, Ana Mineiro, and Joana Pereira

Abstract: This article results from a case study with exploratory traits where the implementation of a graduate degree in Portuguese Sign Language at the Portuguese Catholic University is analysed. With this study we intend to determine whether distance learning models using blended learning strategies are adequate for deaf students at the university level. The teaching practice using a learning management system and some Web 2.0 tools show us that is possible to provide education and training to disabled people that are not able to attend regular face-to-face courses at University. The option for technology-enhanced learning environments allows new solutions for old problems; issues that somehow limited the development of different skills in groups of individuals with specific traits.

Title: Assessing Compensatory Strategies and Motivational Factors in High-Achieving Postsecondary Students with ADHD

Link: JPED Volume 26 issue number 1 (see pages 89-99)

Author: Gary Schaffer

Abstract: Research speculates that high-achieving college students with attention deficit/hyperactivity disorder (ADHD) may demonstrate a set of compensatory strategies and experience areas of difficulty and motivational factors that differ from the general ADHD populace. This Practice Brief used informal surveys with seven undergraduates with ADHD who had achieved a cumulative GPA of 3.0 or higher. Their feedback provides insight into factors related to their challenges and successes. This article creates opportunities for more formal investigations of these factors in follow-up studies and informs suggestions for professional practice.

Winter 2012

Title: Faculty Perspectives on Professional Development to Improve Efficacy When Teaching Students with Disabilities

Link: JPED Volume 25 issue number 4 (see pages 377-383)

Authors: Hye Jin Park, Kelly Roberts, and Robert Stodden

Abstract: Innovative and Sustainable Teaching Methods and Strategies project staff provided professional development to instructional faculty to enhance their attitudes, knowledge, and skills in meeting the diverse needs of students with disabilities. This practice brief describes one of the professional development programs, delivered over the course of a three-day Summer Institute, its outcomes and challenges as reported by participating faculty, and implications for further research and practice.

Fall 2012

Title: Infusing JUST Design in Campus Recreation

Link: JPED Volume 25 issue number 3 (see pages 247-252)

Authors: Katheryne Staeger-Wilson and Douglas H Sampson

Abstract: This practice brief highlights the collaborative work among a disability resource professional, a university architect, and students with disabilities to create a campus recreation center with universal design features. This partnership serves to illustrate that building to minimum compliance standards does not necessarily remove barriers to equitable participation for persons with disabilities. It became evident that valuing the disability experience led to high quality design for all. From this project, best practices in inclusive, usable, and equitable design can be observed and applied to future projects.

Title: Project LINC: Supporting Lecturers and Adjunct Instructors in Foreign Language Classrooms

Link: JPED Volume 25 issue number 3 (see pages 253-258)

Authors: Sally Scott and Wade Edwards

Abstract: Foreign language learning can pose a barrier to some students with disabilities. This practice brief describes a collaborative process used on one campus to provide professional development for foreign language instructors. Training opportunities were intentionally focused on the needs of adjunct and temporary lecturers in providing inclusive beginning and intermediate language courses. Trends in student final grades and foreign language requirement waivers are discussed.

Title: Community Collaboration, Use of Universal Design in the Classroom

Link: JPED Volume 25 issue number 3(see pages 259-265)

Authors: Rachel Smith and Tara Buchannan

Abstract: Barriers to classroom participation for postsecondary students with disabilities are often addressed through accommodations via disability resource offices. However, the use of individualized accommodations as the sole method for resolving access barriers in the classroom is neither sustainable nor equitable. Furthermore, this somewhat flawed methodology creates systemic barriers, places the locus of control in the disability resource office, and reinforces stereotypical thinking about disability. An evaluation and redesign of course material by faculty may decrease the need for retrofit accommodations, create a community environment of empowerment, and change the nature of the relationship between faculty, students with disabilities, and disability resource center professionals. This practice brief details the results of a collaboration between a faculty member and a disability resource professional on course design to create sustainable, equitable, and just learning environments at Western Illinois University, a Midwestern comprehensive university.

Summer 2012

Title: Access Design: A Two-Day Workshop for Students with Disabilities Exploring Design Careers

Link: JPED Volume 25 issue number 2 (see pages 197-202)

Authors: Brianna Blaser, Sheryl Burgstahler, and Karen Braitmayer

Abstract: A two-day pilot workshop called Access to the Design Professions for People with Disabilities (AccessDesign) was conducted for high school and college students with disabilities in Seattle. The goal of the workshop was to increase the pipeline of design professionals with disabilities by recruiting students with disabilities into postsecondary design education. It was supported by the DO-IT Center and a grant from the National Endowment for the Arts (NEA), as well as participating organizations and individuals. The two-day workshop highlighted design education options one day and design careers the next. Evaluation data suggest that participant understanding and interest regarding design fields and knowledge about accommodations increased. Students enjoyed opportunities to network and were particularly interested in design examples related to accessibility. They were also interested in learning more about general issues related to college such as admissions and financial aid. These lessons could improve future programs offered by the DO-IT Center as well as other practitioners.

Spring 2012

Title: Lessons Learned from a Disabilities Accessible Study-Abroad Trip

Link: JPED Volume 25 issue number 1 (see pages 81-86)

Authors: Sarah E. Twill and Gaetano R. Guzzo

Abstract: In the summer of 2009, a two-week study abroad program was specifically designed and executed to include students with disabilities. Recruitment efforts resulted in 11 student participants, six of who were identified as having a disability by the University’s Office of Disability Services. Students participated in a two-course academic program; one course took place on campus prior to the actual study abroad experience and included academic content to prepare students for the follow-up course. The second course entailed a study abroad experience in Switzerland. This article describes the lessons learned.

Title: Classroom Strategies for Teaching Veterans with PTSD and TBI

Link: JPED Volume 25 issue number 1(see pages 87-95)

Author: Jennifer Blevins Sinski

Abstract: Postsecondary institutions currently face the largest influx of veteran students since World War II. As the number of veteran students who may experience learning problems caused by Post-Traumatic Stress Disorder and/or Traumatic Brain Injury continues to rise, the need for instructional strategies that address their needs increases. Educators may unwittingly expose these students to uncomfortable or distressing situations. Equipped with basic knowledge about the brain and memory, college faculty can provide instruction and assessment in ways that allow all students in the classroom to feel successful, including “wounded warriors.” This article provides suggestions for research-supported strategies that postsecondary faculty can use to promote wider access for an increasingly diverse student population.

Fall 2011

Title: Accommodations for Multiple Choice Tests

Link: JPED Volume 24 issue number 3(see pages 251-254)

Author: Jack Trammell

Abstract: Students with learning or learning-related disabilities frequently struggle with multiple choice assessments due to difficulty discriminating between items, filtering out distracters, and framing a mental best answer. This Practice Brief suggests accommodations and strategies that disability service providers can utilize in conjunction with faculty to help students with disabilities and postsecondary instructors achieve more valid measures of student learning when using multiple choice exams.

Title: Increasing Faculty Awareness of Students with Disabilities: A Two-Pronged Approach

Link: JPED Volume 24 issue number 3 (see pages 255-261)

Authors: Michael Humphrey, Lee Woods, and Linda Huglin

Abstract: Many universities use a center-based model to deliver services to students with disabilities. A hybrid service delivery model utilizing a center-based disability resource and faculty mentors was recently implemented in a large, public university in the Northwestern United States. Noticeable improvements observed to date include increased administrative support, positive collaborations with teaching center staff, and increased faculty awareness of resources for instructing students with disabilities.

Spring 2011

Title: Supporting Student Athletes with Disabilities: A Case Study

Link: JPED Volume 24 issue number 2 (see pages 161-163)

Author: Margaret P. Weiss

Abstract: Students with disabilities face tremendous change when transitioning to postsecondary education. Student athletes with disabilities face additional time and academic demands. Many universities have developed academic support programs for these student athletes. This article describes a case study of a Learning Assistance Program developed to support student athletes with disabilities and others who struggle transitioning to a Division 1 university.

Winter 2011

Title: Success with ACCESS: Use of Community-Based Participatory Research for Implementation

Link: JPED Volume 24 issue number 1 (see pages 61-65)

Authors: Carolyn Eilola, Kathryn Fishman, Arielle Greenburg, Crystal Dea Moore, Andrew Schrijver, and Jamin Totino

Abstract: The process of a community-based participatory research initiative to implement the Assessment of Campus Climate to Enhance Student Success survey (ACCESS) is described. A collaborative team of students, a faculty member, and the Coordinator for Students with Disabilities used ACCESS to increase awareness of disability issues and provide a framework for institutional intervention.

2010

Title: Supporting a University Student who is Deaf-blind in Writing for Disciplines

Link: JPED Volume 23 issue number 2 (see pages 155-158)

Author: Kate Chanock, Michelle Stevens, and Sally Freeman

Abstract: Bhattacharyya (1997) finds that universities must scramble to accommodate students who are Deaf-blind “because of limited literature regarding post secondary education for Deaf-blind students and the fact they have not yet experienced serving this unique population.” This Brief focuses on a supportive collaboration between an Academic Language and Learning (ALL) tutor, a B.A. student with Deaf-blindness, and her interpreter.

Title: Walking the Walk: Social Model and Universal Design in the Disabilities Office

Link: JPED Volume 23 issue number 1 (see pages 74-80)

Authors: Melanie Thornton and Sharon Downs

Abstract: Making the shift from the medical model of disability to the social model requires postsecondary disabilities offices to carefully examine and revise policies and procedures to reflect this paradigm shift, which gives them the credibility to work toward such change on the campus level. The process followed by one university is covered in-depth, as well as outcomes and implications.

Title: Bridging the Gap Between Disability Studies and Disability Services in Higher Education: A Model Center on Disability

Link: JPED Volume 23 issue number 1 (see pages 81-86)

Authors: Alan L. Strauss and Amos Sales

Abstract: The professional field of Disability Services in Higher Education and the academic discipline of Disability Studies share a perspective on disability that considers disability as a socially constructed phenomenon. Despite this common underpinning, there has been little effort or inquiry into the ways that disability services and Disability Studies can and should inform each other. At the University of Arizona, a model Center on Disability is taking shape that will explore the gaps between Disability Studies and services. Specifically, the Center will unite current and needed resources to advance theory and practice in disability-related research, teaching, and service that contribute to social change. The Center will be a catalyst for innovative, collaborative inquiry that will illuminate the intersections among education, the humanities, the arts, social and behavioral sciences, and the professional schools. The Center’s research will address education, policy, and practice.