Borland, J. & James,
S. (1999). The learning experiences of students with disabilities
in higher education: A
case study of a UK university. Disability & Society, 14(1),
85-101.
This article provides an international perspective
on accommodation practices for disabled students. Government initiatives
in the UK that are meant to improve access to higher education for disabled
students are first discussed. Results of a qualitative interview study
with faculty and disabled students are presented. Interviews were meant
to explore issues related to admissions policy and practice, functionality
of the advisory system for disabled students, and access to the curriculum.
Though
many of the results reflect issues specific to the UK university system
and policy environment, there are some
discussions transferable to other contexts. In particular, the authors
outline the social and medical models of disability, and discuss how
these models may differentially affect higher education disability policy
and practice.
The authors also discuss how coming to University affects disabled students
by
forcing them to "confront their disability".
Chubon, R.C. (1992). Attitudes toward disability: Addressing fundamentals of
attitude theory and research in rehabilitation education. Rehabilitation
Education, 6, 301-312.
The author takes a critical look at the inadequacies
and shortcomings of current research on attitudes towards disabled persons.
He points out that much research to date is a waste of time and
resources because
of poor methodology, poor measurement, and scanty theoretical underpinnings.
The author argues that all researchers in this area must have
a fundamental understanding
of basic attitude theory and research. He goes on to present some prevalent
operational schemes in attitudinal research. Research related to the "attitude-behavior
relationship" is also critically discussed. The author explains
how the magnitude of observed correlations between attitude and behavior
depend upon how attitude and behavior are operationalized- the degree
of behavioral specificity, the situational context, and the acknowledgement
of mediating variables all have impact on the correlation.
The main point
of this article is that researchers in this area must strive for more-
they must take a more rigorous approach. Research
to-date is too simplistic and removed from reality. It has lacked systematic
approaches, and measurement instruments which adequately reflect the
multidimensional nature of the construct and which have been designed
based upon rigorous
psychometric principles. Attempts must be made to establish theoretical
frameworks which have some practical value: "At this juncture the focus
of attitude research should be on theory building, rather than application
of concepts lacking in clarity and support." (p. 310)
This article
is relevant to anyone planning to undertake research related (in any
way) to attitudes, treatment of, or
behavior towards persons with disabilities. The author critically,
honestly, and accurately depicts the status of current research in this area.
Current research seems to be stuck in some archaic, soft, narrow-minded
mire. New
researchers (and veterans as well) need to think outside of the box and interject
fresh, relevant ideas and rigorous methodological approaches. Without
innovation in thinking, this area will not progress and will continue to
spin its wheels in the soft footing of atheoretical foundations.
Dukes, L.L., & Shaw, S.F. (1999). Postsecondary
disability personnel: Professional standards and staff development. Journal
of Developmental Education, 23(1), 26-31.
This article describes the professional standards
for higher education disability service personnel. The authors explain
why these standards are important and how they should guide training
programs
for disability services personnel. The article provides a brief discussion
of legislative and case law actions which have predicated the need for
a set of standards and ethical codes. The standards and ethics
established
by the Association on Higher Education and Disability (AHEAD) are presented
and discussed. The authors briefly note that standards have also been
established by the Council for Advancement of Standards in Higher
Education (CAS), but
that these are "qualitatively different from" and more general
than the AHEAD standards.
The article provides names of institutions
and organizations as resources for staff development programs.
Fairweather, J.S., & Shaver, D.M. (1990).
A Troubled future? Participation in postsecondary education by youths with
disabilities. Journal of Higher Education, 61(3),332-348.
The authors present a study that examined
disabled students' enrollment patterns in postsecondary education. The
article begins with a discussion regarding barriers in the educational
system which
may hinder enrollment of disabled students in postsecondary programs.
Data are then presented from The National Longitudinal Transition
Study of Special
Education Students (NTS), with comparisons made to data from the High
School and Beyond Surveys (HS&B), which represent a primarily
non-disabled population. Data examined from both surveys represent
students who have been out of high
school for at least 1 year. The two populations were compared on demographic
characteristics, enrollment in higher education institutions, and correlates
of postsecondary participation.
Results showed that the disabled population
was comprised by more males, African Americans, people from lower SES backgrounds,
and also fewer high school graduates. Overall, disabled youth show less enrollment
in community colleges and 4-year institutions, but not vocational programs.
However, higher education participation was found to vary between different
types of disability. The correlates of postsecondary education participation
were very similar for disabled and non-disabled youth.
The authors conclude
the article with the assertion that the low rates of postsecondary education
enrollment for disabled
youth could be raised if better efforts are made to facilitate the transition
between high school and college for these students. The authors emphasize
the need for more teamwork between secondary and postsecondary institutions
to help enable this transition.
The article is a good source for general
statistical information. It does not discuss matters of specific accommodation
strategies and barriers. Discussion of barriers and access is at an institutional,
rather than classroom level.
Felder, R.M. (1996). Matters of style. ASEE
Prism, 6(4), 18-23.
The authors examine four different learning
styles--The Myers-Briggs Type Indicator, Kolb's Learning Style Model,
Hermann Brain Dominance Instrument (HBDI), and Felder-Silverman
Learning Style Model--and
address how these learning styles can be used effectively in teaching
engineering students. They contend that faculty should be aware
of these learning styles
so they can "teach around the cycle", or address the needs
of all their students at least part of the time. Suggested strategies
for teaching
to all types include providing both visual demonstrations and verbal
explanations, providing time for both reflection and action during class,
encouraging or
requiring cooperative work, and balancing conceptual information with
concrete information.
Fonosch, G.G. (1980). Three years later:
The impact of Section 504 regulations on higher education. Rehabilitation
Literature, 41(7-8), 162-168.
The author investigates the transformations of university campuses into barrier-free
environments as mandated by Section 504 by examining the views of the federal
and state government, institutions, students, and the courts. Beginning
is a summary of the major provisions of Section 504 and how it affects
admission, general treatment of students, and academic requirements. While
the federal government has a responsibility to ensure full implementation
of Section 504, the sate is responsible for funding the appropriations. Then
the position of colleges and universities is described as a role to provide
equal access and opportunity to students. Considering all of this,
the student must then assume partial responsibility for successful implementation
of the regulations by informing administrators and staff of their needs
and any shortfalls. Concluding are fictitious, but realistic, examples
of problems that require creativity and participation of all involved parties
to ensure equal access to educational programs. This article examines
the various roles of the many participants in the goal of accessibility
of college and university communities.
Gordon, E.D., Minnes, P.M. & Holden, R.R. (1990). The
structure of attitudes toward persons with a disability, when specific disability
and context are considered. Rehabilitation Psychology, 35, 79-90.
The authors describe research supporting the
notion that attitude towards disabled persons is not a unidimensional
construct. Attitude may depend upon the context, disability type,
or an interaction between the
two. The authors examined the psychometric properties of the Disability
Social Relationship (Grand et al., 1982). This scale measures attitudes
towards four disabilities (blindness, amputee, cerebral palsy, and epilepsy)
in three contexts (work, dating, and marriage). Factor analytic results
yielded a multidimensional solution similar to that found by other researchers
but different than the structure proposed by the scale developers. DSR
scale scores were also submitted to an analysis of variance where there
were significant main effects for disability and context as well
as an interaction
between the two. In short, attitudes were most positive in the work
context and least in the dating context; attitudes were least positive
towards cerebral palsy accept for the work context where attitudes
were more similar
(although still slightly less positive) to other disabilities. The
authors note that research in this area indicates that "disability and
situation contribute to attitudes interactively in a manner reflecting elements
of social stigma, social distance, and the negatively perceived functional
limitations of disabling conditions."(p. 86).
This article is especially
relevant to anyone interested in carrying out disability related research.
When conducting
and designing such research, one must scrutinize the domain of interest,
asking questions such as: a). What is the population of interest?, b). What
are the important dimensions upon which disabilities are differentiated for
this population?, and c). What are the most relevant contexts for this
population, in terms of their interaction with disabled persons and the dependant
variable(s) of interest?
The research outlined in this article may
also be enlightening to practitioners (i.e. teachers, administrators, counselors
etc.). The findings may prompt some personal reflection as to how the
individual might react differently to different disabilities and in different
contexts.
Greenbaum, B., Graham, S., & Scales, W. (1996). Adults
with learning disabilities: Occupational and social status after college. Journal
of Learning Disabilities, Vol. 29, No. 2, p.167-173
These authors take a close look at the status of adults
with learning disabilities after college. The research includes previous
students from the University of Maryland who are learning disabled. The
data was collected through telephone interviews. The results of this
project showed that most of the participants adjusted well to adulthood. Most
were employed in white-collar type jobs and were happy with their social life. This
study reinforces other studies that college educated adults with learning disabilities
were basically content. Finally, the author summarizes the some suggestions
to the learning disabled given from the interviewees. This article helps
emphasize the importance of the success of students with disabilities.
Hebel, S. (2001) How a landmark anti-bias law changed life
for disabled students. The Chronicle of Higher Education. Internet: http://chronicle.merit.edu/free/v47/i20/20a02301.htm
Using the Purdue University community as an example, this
article addresses how the enactment of the American's with Disabilities
Act (ADA) changed the environment of postsecondary institutions. Explained
is how progress toward total accessibility depends upon the size of the
institution,
the funds available, and the type of disability. Physical accommodations
for physical disabilities (such as wheelchair cuts) have progressed faster
than those for visual and hearing impairments (such as Braille machines
and interpreters). Requirements such as building improvements and technology
(general and assistive) are addressed. The article offers statements
from those in disability services and disabled students in the Purdue community.
McGuinness, K. (1993). Redesigning
your campus for disabled students. Planning for Higher Education, 22, 23-27.
The implications for
colleges of the Americans with Disabilities Act, which prohibits discrimination
against individuals with physical disabilities, are examined. The scope of
the law, sections of special relevance to higher education institutions,
and appropriate responses are discussed. A plan for policy formation and
administrative action is outlined.
National Joint Committee on Learning Disabilities (1994). Secondary
to postsecondary education transition planning for students with learning
disabilities. Collective perspectives on issues affecting learning
disabilities, pp. 97-104. Austin, TX: Pro-Ed. [ERIC Document Reproduction
Service No. ED 385079]
The authors of this report state that many students with
learning disabilities do not pursue higher education because they are not
encouraged, assisted, or prepared to do so. They stress that
these students should
select institutions where they can be successful and establish an effective
transition plan to get there. This can be done by assembling a "transition
team" which should include the student, parents, secondary personnel, and
postsecondary personnel. Also listed are student roles/responsibilities
and postsecondary
personnel responsibilities. These lists are helpful for new students
who are learning disabled and those who work to help them reach their educational
goals.
Reamer, A. (1997) Transition to College. Internet: http://www.ldonline.org/ld_indepth/postsecondary/reamer_trans.html
This article offers suggestions for those with learning disabilities
regarding how to transition from high school to a postsecondary
setting. The author
begins by stating that LD students must first be aware of their individual
strengths and weaknesses as students. She offers suggestions as to how
to become self aware of one's ability. When deciding on an institution,
she also recommends that LD students research the various types of institutions,
the rules of the application process, and discover what the student him/herself
have to offer colleges. Also discussed are the various responsibilities
of the student in regards to self-identification and self-advocacy. Finally
offered is a list of accommodations and tips that has helped LD students
in the past.
Schriner, K.F. & Roessler,
R.T. (1990) Employment concerns of college students with disabilities: Toward
an agenda for policy and practice. Journal of College Student Development, Vol.
31, pp. 306-312.
This study is a spin
off from a larger agenda by two organizations: The Employment Preparation
Committee of the President's Committee on Employment of People with Disabilities
and the Arkansas Research and Training Center in Vocational Rehabilitation
(ARTCVR). The authors use data collected from a large number of students
with disabilities at universities to describe their employment concerns.
From this study it was found that, while students are aware of the relationship
between higher education and the job market, they are nevertheless concerned
about their employment future. Additionally, these students are pleased
with the treatment and services at their college or university. Also
this study revealed the importance of supportive services provided to
this
student population. This is a data rich study that provides a lot of
information about the attitudes of students with disabilities.
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