Educational Resources

Disability Services for Students with Various Disabilities

AHEAD. Articles and brochures. Available from: AHEAD, P. O. Box 21192, Columbus, OH 43211-0192. (614) 488-4972 (V/TDD). (614) 488-1174 (Fax).

  • Testing Accommodations
  • Confidentiality and Disability Issues in Higher Education
  • A Review of Case Law as Applied to Students with Psychological Disabilities in Institutions of Higher Education

The above is a partial listing of some of the articles and brochures available from the Association of Higher Education and Disability.

Amada, G. (1986) Dealing with the disruptive college student- Some theoretical and practical considerations. College Health. Vol. 34, April.

Brinckerhoff, L., Shaw, S., & McGuire, J. (1992) Promoting access, accommodations, and independence for college students with learning disabilities. Journal of Learning Disabilities, 25(7), 417-429.

Focuses on four primary issues that affect service delivery to students with learning disabilities in post-secondary settings, including (1) differences between high school and post-secondary settings, (2) determination of eligibility and access, (3) determination of reasonable accommodations, and (4) ways to foster the independence level of college students with learning disabilities. Suggestions are made for meeting challenges, based on prevailing practices on college campuses and on discussions with service providers in a variety of post-secondary settings. These may have implications for students with psychiatric disabilities as well.

Learning Disabilities Association of America (1993) Directory of Colleges with LD Programs. Available from Learning Disabilities Association of America (LDA), 4156 Library Road, Pittsburgh, PA, 15234-1349. (412) 341-1515 (voice); (412) 344-0224 (fax). 60 pages.

The directory provides an annotated list of U.S. colleges that offers programs for people with learning disabilities. Colleges are listed alphabetically by state.

Frank, K., & Wade, P. (1993) Disabled student services in post-secondary education: Who’s responsible for what? Journal of College Student Development, 34(l), 26-30.

The authors review the legal requirements for post-secondary institutions to provide accommodations to disabled students. Topics discussed include the challenge not to discriminate, identification of the disabling condition, and definition of the qualified disabled student.

HEATH. Resource papers and articles. Available from: HEATH, One Dupont Circle, NW, Suite 800, Washington, DC 20036-1193. (202) 939-9320 (V); (202) 833-4760 (fax).

  • Options and Accommodations in Mathematics and Foreign Language for College Students with Learning Disabilities
  • Financial Aid for Students with Disabilities
  • Strategies for Advising Students with Disabilities
  • Disability Law/ Emerging Issues
  • Community Colleges and Students with Disabilities

The above is a partial listing of resource papers and articles available from the Higher Education and Adult Training for People with Disabilities Resource Center.

Houston, P. (1996) National Clearinghouse on Disability and Exchange. Information from HEATH: National Clearinghouse on Post-secondary Education for Individuals with Disabilities, 15(2-3), 11-12. Available from HEATH, Suite 800, One Dupont Circle, Washington, DC, 20036-1193. (202) 939-9320 (V), (202) 833-4760 (fax).

Houston, who has a disability, begins by describing the personal growth that resulted from working with people in another culture. She goes on to describe how the National Clearinghouse on Disability and Exchange, in its new alliance with Mobility International USA (MIUSA), enables such growth for people with disabilities.

Soydan, Anne Sullivan (1997) Frequently asked questions by educators about students with psychiatric disabilities: Tips and resources on the rehabilitation act, ADA, academic adjustments and support.(booklet) Boston, MA: Center for Psychiatric Rehabilitation, Boston University. Available from: Publications Coordinator, Center for Psychiatric Rehabilitation, 930 Commonwealth Avenue, Boston, MA, 02215, (617) 353-3549, (617) 353-7700 (fax).

This 12-page booklet highlights some of the questions most important to educators about students with psychiatric disabilities, including getting relevant information about the disability, identifying functional limitations, and determining the reasonableness of an academic adjustment. Telephone numbers and Internet addresses of selected resources are included.

Stainback, W., & Stainback, S. (1989) Using qualitative data collection procedures to investigate supported education issues. Journal of the Association for Persons with Severe Handicaps, 14(4) 271-277.

Identifies two data collection procedures used in qualitative research – participant observation and interviewing – to investigate the education of students with severe disabilities in regular classrooms. The issues in supported education include consensus in schools that integration is to be valued and supports for regular classroom teachers and students in mainstream classes that include students with disabilities.

Thompson, A., & Dickey, K.D. (1994) Self-perceived job search skills of college students with disabilities. Rehabilitation Counseling Bulletin, 37(4), 358-370.

This article discusses a study in which 245 disabled college students completed a survey of self- perceived job search skills. These students could not describe how the Americans with Disabilities Act protects them and were not confident of their ability to disclose their disability to an employer. Three factors that positively influenced the self-perceptions of students with disabilities were satisfaction with college major, clear job direction upon graduation, and previous paid work experience.

VanBiervliet, A. & Parette, H.P. (1994) Teaching Americans with Disabilities Act (ADA) self-advocacy skills to college students. College Student Journal 28(3), 267-272.

Existing approaches to self-determination skill training have not been adapted to meet the needs of students with disabilities. A computer-based interactive program is described as an approach to teach information access and self-determination skills through a combination of knowledge acquisition and skill development activities.

West, M., Kregel, J., Getzel, E. & Zhu, M. (1993) Beyond Section 504: Satisfaction and empowerment of students with disabilities in higher education. Exceptional Children, 59(5), 456-467.

In a survey of 761 students with disabilities who were enrolled in institutions of higher learning, the majority indicated that they had encountered barriers to their education. These included a lack of understanding and cooperation from administrators, faculty, staff, and other students; lack of adaptive aids and other resources- and inaccessibility of buildings and grounds. Recommendations were made for improving the delivery of services and self-advocacy of students.

 


Note: The information contained in these pages is for educational purposes only, and is not legal advice. Individuals should contact the appropriate legal resources for specific legal advice regarding their particular situations.