Dowrick, P., Anderson, J., Heyer, K., & Acosta, J. (2005). Postsecondary education across the USA: Experiences of adults with disabilities. Journal of Vocational Rehabilitation, 22I(1), pp. 41-47.

Abstract. While postsecondary education participation statistics are available, there is little research that gives voice to the experiences and perceptions of individuals with disabilities. In this study, focus groups were conducted in 10 disparate states to explore student identified barriers to the access and utilization of educational supports and subsequent employment. Results indicated that students with disabilities still have difficulty obtaining basic accommodations and supports. Discriminatory attitudes and assumptions about their ability also negatively impacted these individuals in postsecondary education and the workplace. Findings suggest that while progress has been made to increase their success, support services should be better coordinated. Programs to educate faculty, peers, and employers need to be implemented to decrease discriminatory attitudes and further increase these students' success in postsecondary education and subsequent employment.

Farone, M., Hall, E., & Costello, J. (1998). Postsecondary disability issues: An inclusive identification strategy. Journal of Postsecondary Education and Disability, 13(1), 35-45.

Abstract. A qualitative study of contemporary problems and issues encountered by college students with disabilities used a nominal group process to incorporate student perspectives into the   assessment. Critical issues and suggested solutions were identified in six categories:  physical/sensory access; service provision; information access; social inclusion; attitudinal barriers; and hidden disability issues. Strategies for service evaluation are offered.

Fichten, Catherine S., Asuncion, Jennison V., Barile, Maria, Genereux, Chris, Fossey, Myrtis, Judd, Darlene. 2001.  Technology integration for students with disabilities: Empirically based recommendations for faculty.  Educational research & evaluation, 7(2-3), pp. 185-221.

Abstract.  Examined the computer technology needs and concerns of 725 college and university students (425 females and 300 males, aged 17-75 years) with various disabilities.  Findings indicate that the overwhelming majority of these students used computers, but that almost half needed some type of adaptation to use computers effectively.  Data provided by the students and by a small sample of professors underscored the importance of universal design in a variety of areas: courseware development, electronic teaching and learning materials, and campus information technology infrastructure.  Sex an age of students were only minimally related to attitudes toward computers or their use in our samples.  Key findings summarize the problems faced by students with different disabilities as well as the computer related adaptations that are seen as helpful.  These are used to formulate concrete, practical recommendations for faculty to help them ensure full access to the courses. 

Finn, L. (1998). Students' perceptions of beneficial LD accommodations and services at the postsecondary level. Journal of Postsecondary Education and Disability, 13 (1), 46-67.

Abstract. Thirty-three undergraduate and graduate students with learning disabilities (LD), aged 16-56, from five colleges and universities who participated in focus groups identified five   beneficial services, skills, and accommodations beneficial to LD students: coursework accommodations; testing accommodations; LD staff; peer support groups; tutors. Other recommendations include faculty programs to increase awareness and provide information, self-esteem training; and service improvement.

Fossey, Myrtis, E.; Fichten, Catherine S.; Robillard, Chantal; Asuncion, Jennison V.
Title: Accessibility of Campus Computers: Disability Services ScaleSource: 2001. 6p.

Abstract. This scale, "The Accessibility of Campus Computers: Disability Services Scale," provides postsecondary education institutions with a self-evaluation tool that will help determine how
accessible their computer and learning technologies are to students with disabilities. It evaluates a range of situations such as: whether there are computers with adaptive technologies (e.g., software that reads what is on the screen, adaptive mouse) in general use in computer labs; whether personnel who provide services to students with disabilities on campus are consulted when computer infrastructure decisions are made; and whether computer-based learning materials (e.g., course Web pages) used by faculty meet accessibility guidelines.

Gilmore, D. Scott & Bose, J. (2005). Trends in postsecondary education: Participation within the vocational rehabilitation system. Journal of Vocational Rehabilitation, 22(1), pp. 33-40.

Abstract. The intent of this paper is the comparison of data from the state Vocational Rehabilitation (VR) system to data from studies within the general population of three measures related to participation in postsecondary education (PSED) of persons with disabilities. The three measures compared include the following: (1) the VR system's incidence of enrollment for people with disabilities and the incidence reported by other studies; (2) the rate of participation in postsecondary education for people with disabilities versus the rate for the general population; and (3) the employment-related outcomes of people with disabilities compared to outcomes for the general population and across disability groups.

Hurley, Kathleen S.  (2002). Chapter 8: High-tech partnering leads to learning-centered curricula for individuals with disabilities.  New directions for community colleges, 119, pp.69 – 75.

Abstract.  A business advisory council provides essential support to workforce development programs, including one that serves individuals with disabilities.

Krampe, K., & Berdine, W. (2003). University of Kentucky engaging differences project: Providing information about accommodations on line and just in time. Journal of Postsecondary Education and Disability, 17(1), 21-32.

Abstract. The University of Kentucky Engaging Differences (UK-ED) project focused on developing, evaluating, and disseminating a web-based performance support system (WPSS) to enhance accommodations provided by personnel at the University of Kentucky (UK), the Lexington Community College (LCC), and the Kentucky Community and Technical College System (KCTCS).  The project was completed in three phases: (a) knowledge base development, (b) development of a prototype of the WPSS for use at UK and LCC, and (c) validation of the UK-ED WPSS for use at KCTCS.  The WPSS components and activities conducted within each phase are described.  In addition, all users’ perceptions of the systems were positive.

Lancaster, Sean; Mellard, Daryl; Hoffman, Lesa Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC.
Corporate Author: Kansas Univ., Lawrence. Center for Research on Learning.
Title: Experiences of Students with Disabilities in Selected Community and Technical Colleges. The Individual Accommodations Model: Accommodating Students with Disabilities in Post-Secondary Settings.  2001. 24p.

Abstract. Student questionnaires were administered to 61 students with disabilities currently enrolled in community colleges in Kansas (n=20), Minnesota (n=23), and California (n=18). The most frequently reported disability type was learning disabilities (LD), affecting approximately half of the students.  Results from the questionnaires indicate the students' greatest difficulties were with concentration, distraction, frustration, test anxiety, remembering, and mathematics. The most
frequent accommodations and services mentioned were notetakers, extended testing time, or quiet testing rooms, and tutors.  The paper discusses specifically how the accommodations were implemented.

McNaughton, D. (1998). Tech talk: "You talk, it types?"--not quite: Speech recognition technology for postsecondary students with disabilities. Journal of Postsecondary Education and Disability, 13, 78-81.

Abstract. Reviews the status of speech recognition technology, especially as to how it may be useful to college students with disabilities. Factors supporting effective use of the technology are noted. It is suggested that new speech recognition products must be   investigated carefully, because there may be a significant discrepancy between what is presented in advertisements and the student's personal experience.

Mowrer, Donald E.  (1996). A content analysis of student/instructor communication via computer conferencing.  Higher Education, 32, pp.217-241.

Abstract. The focus of this study centers upon an analysis of instructor and student postings on the Electronic Forum (EF) during one-semester undergraduate phonetics course.  Sixty-one students were invited to participate in a class computer conferencing project to discuss questions about the course content and assignments, share ideas with others, and respond to comments made by their peers and the instructor.  The content of each student’s and instructor’s posting was analyzed to determine the number and type of topics discussed.  Students wrote about 340 topics in 143 postings; the instructor wrote 124 topics in 23 postings.  These topics were placed in categories and analyzed with respect to the postings made during the first and second half semester.  Four interactive communicative Category Clusters were identified.  These Clusters show interaction trends between students and instructor and resulting accommodations made by both students and the instructor.  The advantages of using an electronic forum to enhance student learning, to improve classroom activities and to empower students to take more active roles in their learning, are discussed.  

Norton, S. (1997). Examination accommodations for community college students with learning disabilities: How are they viewed by faculty and students? Community College Journal of Research and Practice, 21, 51-39.

Abstract. As increasing numbers of students with learning disabilities enroll in colleges and universities, the need to provide accommodations for these students also increases. Both federal and state laws mandate that appropriate accommodations be provided for these students, but little is known about how accommodations are accepted on campuses. Faculty and students at a California community college were asked to respond to surveys targeting their feelings about examination accommodations. Results indicated that faculty are very receptive to a variety of accommodations and that they are sensitive to students' feelings. However, although students use exam accommodations, many appear apprehensive about asking for accommodations and most do not clearly explain their learning disabilities to their professors.

Ofiesh, N. (2000). Using processing speed tests to predict the benefit of extended test time for university students with learning disabilities. Journal of Postsecondary Education and Disability,14(1), 39-56.

Abstract. Examined whether processing speed tests can predict the benefits of extended test time for college students with learning disabilities. Found that the Visual Matching and Cross Out tests from the Woodcock-Johnson Tests of Cognitive Ability-Revised were significantly correlated with the benefit of extended test time, while the Digit Symbol subtest from the Wechsler Adult Intelligence Scale-Revised was not.

Raskind, Marshall H.; Higgins, Eleanor
Title: Effects of Speech Synthesis on the Proofreading Efficiency of Postsecondary Students with Learning Disabilities. Source: Learning Disability Quarterly. v18 n2 p141-58 Spr 1995
Note: Special issue: Technology for Persons with Learning
Disabilities: An International Perspective.

Abstract. This study investigated effects of speech synthesis on proofreading efficiency among 33 postsecondary students with learning disabilities. Using a speech synthesis system enabled subjects to detect a significantly higher percentage of errors, though having
text read aloud by another person remained the most effective way to find "grammar-mechanical" errors.

Roberts, K. & Stodden, R. (2005). The use if voice recognition software as a compensatory strategy for postsecondary education students receiving services under the category of learning disabled. Journal of Vocational Rehabilitation, 22(1), pp. 49-64.

Abstract. Research on the use of voice recognition software (VRS) as a compensatory strategy for written language difficulties, often experienced by postsecondary education students receiving services under the category of learning disabled, is minimal, with one study [16] reporting findings. Higgins and Raskind [16] found writing samples of their subjects, completed with VRS, had higher holistic scores than samples completed with assistance from a transcriber, and without assistance. The research presented in this article builds on this finding through investigation of research questions that address ongoing use of VRS, influence of VRS on writing performance, and variables that influence both of these areas.

Key findings include ongoing use of the software being dependent upon need and personal issues; written performance improvements contingent upon need; and key variables influencing ongoing use, including: time, ease of use/acquisition of skills, personal issues, use of Standard English, disability (area affected), and the use of other effective compensatory strategies. This article outlines characteristics of individuals who may benefit from using the software, implications for specific populations, and direction for future research.

Sharpe, M., Johnson, D., Izzo, M., & Murray, A. (2005). An analysis of instructional accommodations and assistive technologies used by postsecondary graduates with disabilities. Journal of Vocational Rehabilitation, 22(1), pp. 3-11.

Abstract. The objective of this study was to examine the range of instructional accommodations and assistive technologies used by postsecondary graduates with disabilities. Based on the rationale that such information can provide important information regarding "inputs" of a measured outcome, in this case, successful graduation from a postsecondary institution, the findings of this study will help us to better understand the nature of supports that may facilitate persistence among postsecondary students with disabilities. Using a structured-interview approach, postsecondary graduates (N = 139) were asked to identify instructional accommodations and assistive technologies provided to them in secondary and postsecondary settings. Findings of this study show that generally, instructional accommodations and assistive technologies are provided at much higher rates at the postsecondary level. With regard to users of assistive technology, the majority of graduates indicated that they accessed and learned to use the technology by themselves or with the assistance of a family member. Study findings also suggest that graduates were generally satisfied with the types of instructional accommodations and assistive technology supports provided to them at the postsecondary level.

Sweener, Kathleen, Kundert, Deborah, May, Deborah, & Quinn, Kevin.  (2002).  Comfort with accommodations at the community college level.  Journal of Developmental Education, 25(3), pp. 12-18. 

Abstract.  Reports on study designed to determine students’ and instructors’ comfort with asking for and providing accommodations for community college students with learning disabilities.  Finds that students and faculty indicated neutral levels of comfort, but that further analyses of responses showed wide variability in the types of accommodations with which they were comfortable.  Includes survey instrument and references.

Tagayuna, A., Stodden, R., Chang, C., Zeleznik, M., & Whelley, T. (2005). A two-year comparison of support provision for persons with disabilities in postsecondary education. Journal of Vocational Rehabilitation, 22(1), pp. 13-21.

Abstract. The nature and frequency of educational support provision in postsecondary education represents an area about which a critical need for information has emerged. In order to fulfill the need for research, the National Center for the Study of Post Secondary Educational Supports (NCSPES) at the University of Hawai'i at Manoa Center on Disability Studies (CDS) conducted a national survey that administered two surveys to a national sample of more than 1,500 disability support coordinators working in postsecondary education institutions. The surveys focused on the status of educational support provision for students with disabilities in postsecondary education [21]. Their goal was to assess the types and frequency of educational supports, accommodations, and services offered to students with disabilities attending two-and four-year postsecondary education institutions. The first survey was administered in 1999 with a follow-up survey in 2001. This article compares the two surveys in order to assess the present status and measure the development of the various support services. The paper presents and compares significant changes in specific support services in postsecondary education.

Thompson, Anne R.; Bethea, Leslie L.
Sponsoring Agency: Office of Special Education and Rehabilitative Services (ED), Washington, DC. Corporate Author: Mississippi State Univ., Mississippi State.
Title: Project PAACS: Postsecondary Accommodations for Academic and Career Success. Final Report.  Source: 1998. 212p.

Abstract. This final report discusses the activities of Project PAACS (Postsecondary Accommodations for Academic and Career Success), a project located on the campus of Mississippi State University and designed to work with the T. K. Martin Center for Technology and
Disability to research the assistive technology needs of students with disabilities. Comprehensive research on the assistive technology needs of 141 college students with disabilities was conducted, analyzed and used as the basis for a model training program and a desk reference guide that provided a quick reference for ways
assistive technology may improve and expand the academic, career, and employment opportunities of such students.

Long, G. L., & Beil, D. H., (2005). The Importance of Direct Communication During Continuing Education Workshops for Deaf and Hard-of-Hearing Professionals.   Journal of Postsecondary Education and Disability, 18(1), 5-11

Abstract: The Deaf Initiative in Information Technology (DIIT) was developed at the National Technical Institute for the Deaf (NTID) at the Rochester Institute of Technology through a National Science Foundation (NSF) grant with goals including the provision of continuing education for deaf and hard-of-hearing professionals.  Instructors skilled in sign language delivered 21 technology-focused workshops to 145 professionals over the initial 3-year grant period.  (The project has been funded by the NSF for an additional 3-year period.)  Qualitative and quantitative measures were used to evaluate the workshops and obtain participants’ perceptions.  Findings indicate that deaf and hard-of-hearing professionals often experience frustration and report difficulties comprehending content material when attending traditional, lecture-focused workshops supported by sign language interpreters.  These findings are contrasted to successful DIIT workshops where participants were able to communicate easily with the instructor and other attendees without the use of interpreters.

 

Miller, D. C., McNaughton, D. B., & Light, J. C., (2005). A Comparison of Accuracy and Rate of Transcription by Adults with Learning Disabilities Using a Continuous Speech Recognition System and a Traditional Computer Keyboard. Journal of Postsecondary Education and Disability, 18(1), 12-22.

Abstract: single-subject, alternating-treatments design was implemented for three adults with learning disabilities to compare the transcription of college-level texts using a speech recognition system and a traditional keyboard.  The accuracy and rate of transcribing after editing was calculated for each transcribed passage.  The results provide evidence that the accuracy of transcription using the speech recognition system was slightly lower than the accuracy of transcription using the traditional keyboard for all of the participants.  The rate of transcription using the speech recognition system was very similar to the keyboard for two of the participants.  For the third participant, the transcription rate using the keyboard exceeded the rate using the speech recognition system for all four sessions.  Following the fourth and final session, 1 participant indicated that she preferred the speech recognition system, and the other participants stated that they had no preference between the speech recognition system and the keyboard.  Educational implications and directions for future research are discussed.

 

Kruse, B.G., Elacqua, T.C., & Rapaport, R.J., (1998). Classroom accommodations for students with disabilities: A needs assessment. Journal of College Student Development (39)3, pp.296-298.

Abstract: Utilized telephone interviewing methods to gather needs assessment information from a group of college students with disabilities. Interviewees responded that professors had limited understanding of students with disabilities. They also stressed the importance of respect, confidentiality, and professors' belief in students' ability to succeed.

Rath, K.A., & Royer, J.M. (2002). The nature and effectiveness of learning disability services for college students. Educational Psychology Review, (14)4.

Abstract: This article summarizes the research literature that describes the nature and effectiveness of services that are provided to college students with learning disabilities. Six categories of services are described: assistive technologies and programs, program modifications, therapy and counseling, strategy training, direct academic assistance, and interventions designed to strengthen weak academic skills. Nearly all of the literature that was examined fell within the first 5 categories, with only 3 studies describing efforts to directly improve the academic performance that identified a student’s learning disability. In addition, there is almost a total lack of evidence showing that any of the first 5 categories of services resulted in improved academic performance. There was, however, evidence that attempts at improving academic skills resulted in improved academic performance. The article concludes with a discussion of the role that disability services should play in a college environment.