Download or read book An Institutional Perspective on Students with Disabilities in Postsecondary Education written by Laurie Lewis and published by . This book was released on 1999 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Institutional Perspective on Students with Disabilities in Postsecondary Education written by Laurie Lewis and published by . This book was released on 1999-09-01 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Institutional Perspective on Students with Disabilities in Postsecondary Education written by Laurie Lewis and published by . This book was released on 1999 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Students with Disabilities in Postsecondary Education written by Laura Horn and published by DIANE Publishing. This book was released on 1999 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Disability in Higher Education written by Nancy J. Evans and published by John Wiley & Sons. This book was released on 2017-03-06 with total page 544 pages. Available in PDF, EPUB and Kindle. Book excerpt: Create campuses inclusive and supportive of disabled students, staff, and faculty Disability in Higher Education: A Social Justice Approach examines how disability is conceptualized in higher education and ways in which students, faculty, and staff with disabilities are viewed and served on college campuses. Drawing on multiple theoretical frameworks, research, and experience creating inclusive campuses, this text offers a new framework for understanding disability using a social justice lens. Many institutions focus solely on legal access and accommodation, enabling a system of exclusion and oppression. However, using principles of universal design, social justice, and other inclusive practices, campus environments can be transformed into more inclusive and equitable settings for all constituents. The authors consider the experiences of students, faculty, and staff with disabilities and offer strategies for addressing ableism within a variety of settings, including classrooms, residence halls, admissions and orientation, student organizations, career development, and counseling. They also expand traditional student affairs understandings of disability issues by including chapters on technology, law, theory, and disability services. Using social justice principles, the discussion spans the entire college experience of individuals with disabilities, and avoids any single-issue focus such as physical accessibility or classroom accommodations. The book will help readers: Consider issues in addition to access and accommodation Use principles of universal design to benefit students and employees in academic, cocurricular, and employment settings Understand how disability interacts with multiple aspects of identity and experience. Despite their best intentions, college personnel frequently approach disability from the singular perspective of access to the exclusion of other important issues. This book provides strategies for addressing ableism in the assumptions, policies and practices, organizational structures, attitudes, and physical structures of higher education.

Download or read book Disability as Diversity in Higher Education written by Eunyoung Kim and published by Routledge. This book was released on 2017-02-03 with total page 401 pages. Available in PDF, EPUB and Kindle. Book excerpt: Addressing disability not as a form of student impairment—as it is typically perceived at the postsecondary level—but rather as an important dimension of student diversity and identity, this book explores how disability can be more effectively incorporated into college environments. Chapters propose new perspectives, empirical research, and case studies to provide the necessary foundation for understanding the role of disability within campus climate and integrating students with disabilities into academic and social settings. Contextualizing disability through the lens of intersectionality, Disability as Diversity in Higher Education illustrates how higher education institutions can use policies and practices to enhance inclusion and student success.

Download or read book Disability and Campus Dynamics written by Wendy S. Harbour and published by John Wiley & Sons. This book was released on 2011-06-28 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prepare your institution for a new generation of disability services that embraces the growing student, as well as staff and faculty population with disabilities. Legal compliance, reasonable accommodations, classroom instruction issues, strategies to improve the campus climate and more--this volume examines what disability services may have to offer, and have cmapuses and disability service professionals may need to collaborate or expand traditional notions of disability and disability services. Volume editors Wendy S. Harbour, Lawrence B. Taishoff Professor of Inclusive Education at Syracuse University, and Joseph W. Madaus, co-director of the Center on Postsecondary Education and Disability, assemble an introduction, and overview of disability services. Contributing authors examine campus case-studies, procedures and terminology, legal compliance and disability services for staff and faculty. The volume concludes with a broad view of disability itself and how its role as a part of campus diversity. This is the 154th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher-education decision-makers on all kinds of campuses, New Directions for Higher Education provides timely information and authoritative advice about major issues and administrative problems confronting every institution.

Download or read book Allies for Inclusion Disability and Equity in Higher Education written by Karen A. Myers and published by John Wiley & Sons. This book was released on 2014-01-02 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: Here is an overview of students with disabilities in postsecondary institutions and the importance of allies in their lives. It is a call to action for faculty, staff, and administrators in all facets of higher education, and emphasizes the shared responsibility toward students with disabilities and toward creating meaningful change. This monograph begins with a look into the future of disability education. How will students create their own identities? Will there be a need for disability accommodations or will a universally designed world eliminate that current necessity? It also looks at the past, with discussions of disability legislation such as the ADA of 1990, the impact of Supreme Court decisions, descriptions of college students with disabilities, and the paradigm shift from the medical “deficit” model of disability to one that focuses on the individual’s lived experience as a social construct. Drawing on theoretical frameworks in multiple disciplines, disability identity development is explained, ally development is defined, and disability services are explored. The monograph ends with a discussion of where disability education is now and how faculty, staff, and administrators will continue to be allies of inclusion for students in the years to come. This is the 5th issue of the 39th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Download or read book Higher Education and Disability written by George A. Scott and published by DIANE Publishing. This book was released on 2010-02 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research suggests that more students with disabilities are pursuing higher education than in years past, and recent legislative changes, such as those in the Higher Education Opportunity Act and Post-9/11 Veterans Educational Assistance Act of 2008, have the potential to increase the number and diversity of this population. This report examined: (1) what is known about the population of postsecondary students with disabilities; (2) how postsecondary schools are supporting students with disabilities; (3) what challenges, if any, schools face in supporting these students; and (4) how the Dept. of Education is assisting schools in supporting these students. Includes recommendations. Charts and tables.

Download or read book Students with Disabilities at Degree Granting Postsecondary Institutions First Look NCES 2011 018 written by Kimberley Raue and published by . This book was released on 2011 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt: Growing enrollments of students with disabilities in postsecondary education along with recent key legislation such as the Americans with Disabilities Act Amendments Act of 2008 and the 2008 Higher Education Opportunity Act, have generated considerable interest in research on accessibility of higher education for students with disabilities. This first look report presents findings from "Students with Disabilities at Degree-Granting Postsecondary Institutions", a Postsecondary Education Quick Information System (PEQIS) survey that was designed to provide national estimates on students with disabilities at 2-year and 4-year Title IV eligible, degree-granting institutions for the 2008-09 academic year. This report provides national data about students with disabilities, the services and accommodations provided to these students, how institutions keep track of students with disabilities, institutional policies regarding disabled students, and various aspects of institutional accessibility. Specifically, the survey covered the following: (1) Whether institutions had any students enrolled who identified themselves to the institution as having a disability during the 12-month 2008-09 academic year, and if so, the total number of students with disabilities enrolled at the institution and the number of students in each of 11 specific disability categories; (2) Whether enrollments provided by institutions were unduplicated (each student with a disability was counted only once regardless of the number of disabilities he or she has) or duplicated (students with multiple disabilities were counted multiple times) to reflect differences in institutions' record-keeping practices; (3) Whether the enrollment counts included students who identified themselves as having a disability to the institution, received services and accommodations, and/or whose disabilities were verified; (4) Types of support services and accommodations provided to students with disabilities during the 12-month 2008-09 academic year; (5) Types of documentation institutions accept as sufficient, stand-alone verification of a disability; (6) Extent to which institutions work with a state vocational rehabilitation agency; (7) Institutional materials and activities designed to assist students with disabilities, including materials designed to encourage students with disabilities to identify themselves to institutions, and materials and activities to assist faculty and staff in working with these students; (8) Extent to which institutions' main websites follow accessibility guidelines for users with disabilities; (9) Whether institutions conduct various activities related to accessibility and provide various services and accommodations to the general public; and (10) Barriers to Universal Design, an approach that integrates accessibility features into the overall design of products and environments. Included among the key findings is that, during the 12-month 2008-09 academic year, 88 percent of 2-year and 4-year Title IV degree-granting postsecondary institutions reported enrolling students with disabilities. Almost all public 2-year and 4-year institutions (99 percent) and medium and large institutions (100 percent) reported enrolling students with disabilities. Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. (Contains 26 tables and 9 footnotes.).

Download or read book Institutional Diversity in American Postsecondary Education written by Tiffany J. Davis and published by IAP. This book was released on 2024-07-01 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: The glossy and polished college videos, view books, and websites catered to the marketplace of students. Some recruitment brochures often discuss famous alumni, athletics championships, and a vibrant student life. Particularly at research universities, marketing materials may even focus on entrepreneurs and medical discoveries. These types of colleges along with others compromise the marketplace of higher education in which different types of colleges exist across a spectrum of missions, institutional sagas, and histories. Within this marketplace is a bewildering and disorienting catalog of different institutional types and classifications. This marketplace also exists within a conglomerate of rankings and ratings that are ordered by US News & World Report and Petersons. Such rankings are often connected to a larger quest for prestige and primarily facilitated by these private-sector publications, but are juxtaposed to the higher education industry-created Carnegie Classification system. The Carnegie Classification system was created as an approach to differentiate the more than 4,000 institutions by size, mission, and scope for research and policy analysis. However, this system is also integrated into broader hierarchies of accreditation and funding. However, the continued reclassification of the system in 2005, 2010, and the addition of new categories in 2018 such as doctoral/professional has advanced to “call attention to- and emphasize the importance of-the considerable institutional diversity of U.S. higher education (2005, p. 52). However, these typologies do not fully describe or conceptualize the organizational, administrative, culture, or student experiences of each of these typologies. The rankings guides and the Carnegie Classification systems often overlook more nuanced institutional types such as faith-based or “works colleges.” They also overlook the role and impact of Minority Serving Institutions (MSI). This lack of recognition often facilitates continued invisibility for different institutional types and the diverse multiple student populations they may educate and support. Therefore, this edited text seeks to expand and further the Carnegie Classification system typology, and beyond the private sector rankings. This text is a response to a call for existential exploration as an attempt to critically revivify our understanding of the various institutional types and is inspired by the words of David Thorton Moore in which it might be heartening to see a cadre of faculty and critical scholars facilitate, “a form of discourse in which teachers and students conduct an unfettered investigation of social institutions, power relations, and value commitment.” In this text, the authors describe and problematize the various institutional types as defined by accreditation, Carnegie classification, and private sector rankings.

Download or read book Report of the Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities written by Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities (ED) and published by . This book was released on 2011 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report from the Advisory Commission on Accessible Instructional Materials (AIM) in Postsecondary Education for Students with Disabilities provides Congress with vital recommendations for improving the ability of postsecondary students with disabilities to obtain accessible instructional materials in a timely and cost-effective manner. Over the course of 14 months, commission members studied the current state of accessible materials for students with disabilities in postsecondary education. Comprised of various stakeholders, including students with disabilities, members of the publishing community, higher education personnel, and content experts in the fields of disability and technology, the commission offered diverse perspectives on the state of accessible instructional materials across postsecondary campuses nationwide. The commission's study found that: (1) Students with disabilities, and most notably students with print disabilities, often experience a variety of challenges that result from inaccessible learning materials and/or their delivery systems; (2) Disability resource service providers and other university personnel often must engage in labor-intensive practices to provide accessible instructional materials to students with disabilities; (3) Textbook publishers and a number of electronic text vendors are moving to incorporate accessibility into their products, but many products are still inaccessible to students with disabilities who have difficulties accessing printed text; and (4) Opportunities for capacity building within postsecondary educational institutions are essential for improving the ability of these institutions to provide accessible instructional materials to students with disabilities. The commission members reached consensus on 18 recommendations to address the findings of its study. Each of the recommendations is detailed in the report. The following are appended: (1) Resignation Letter--Maria Pallante; (2) Member Biographies; (3) The Higher Education Act as Amended (SEC. 772--Establishment of Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities); (4) Legal Background--Copyright; (5) AIM Barriers; (6) Joint "Dear Colleague" Letter (letter from the U.S. Department of Justice, dated June 29, 2010); (7) Joint "Dear Colleague" Letter Frequently Asked Questions (FAQ) (FAQ document regarding the June 2010 joint "dear colleague" letter, dated May 26, 2011); (8) The Commission's Process; and (9) Glossary.

Download or read book Education Statistics Quarterly written by and published by . This book was released on 1999 with total page 470 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teaching the Postsecondary Music Student with Disabilities written by Kimberly A. McCord and published by Oxford University Press. This book was released on 2016-12-01 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching the Postsecondary Music Student with Disabilities provides valuable information and practical strategies for teaching the college music student. With rising numbers of students with disabilities in university music schools, professors are being asked to accommodate students in their studios, classes, and ensembles. Most professors have little training or experience in teaching students with disabilities. This book provides a resource for creating an inclusive music education for students who audition and enter music school. Teaching the Postsecondary Music Student with Disabilities covers all of the topics that all readers need to know including law, assistive technology, high-incidence and low-incidence disabilities, providing specific details on the disability and how it impacts the learning of the music student.

Download or read book From Disability to Diversity written by Lynne C. Shea and published by The National Resource Center for The First-Year Experience. This book was released on 2019-02-25 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: Colleges and universities are seeing increasing numbers of students with a range of disabilities enrolling in postsecondary education. Many of these disabilities are invisible and, despite their potential for negative impact on students’ academic and social adjustment, some students will choose not to identify as having a disability or request support. Approaching disability from the perspective of difference, the authors of this new volume offer guidance on creating more inclusive learning environments on campus so that all students—whether or not they have a recognized disability—have the opportunity to succeed. Strategies for supporting students with specific learning disabilities, attention-deficit/hyperactivity disorder, autism spectrum disorder or who display learning and behavioral characteristics associated with these profiles are described. A valuable resource for instructors, advisors, academic support personnel, and others who work directly with college students.

Download or read book Disparity of Service written by Nicole C. Greely and published by Page Publishing Inc. This book was released on 2023-04-11 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examines the effects of the reduction in available funds resulting from the current economic situation on students with disabilities in postsecondary education. There is little evidence of a study of this nature conducted in the United States, which makes such a study important at the present time. Twenty students with one or more disabilities attending postsecondary institutions, including community colleges, a public university, and a private university, were interviewed with regard to their navigation of postsecondary education during difficult economic times. I found that despite reductions in Disabled Student Services (DSS), the majority of respondents believed they would be able to graduate at their expected date of completion. Although I found that a majority of respondents did not notice reductions in DSS, some pointed out areas where services had been reduced. I found that a significant portion of the research participants were satisfied with DSS. While my findings did not support the original hypothesis, students with disabilities still experienced a level of frustration that may adversely affect their educational, and professional goals and/or quality of life. One conclusion that I was able to draw from this data is that students are not always aware of reduced services unless they are directly affected by them or until such reductions are brought to their attention. Another conclusion I drew from the research is that despite increased adversity at the level of postsecondary education, my respondents were still able to overcome their challenges and proceed towards their educational goals.

Download or read book Design and Implementation of Web enabled Teaching Tools written by Mary Hricko and published by IGI Global. This book was released on 2003-01-01 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Exploring the myriad issues regarding web accessibility, this book specifically focuses on the design and implementation of web-enabled teaching tools. Educators from across the United States and Canada present their ideas on such topics as legal implications, overcoming organizational barriers, and course designs for the electronic classroom. Also discussed are special opportunities provided by web accessibility in education, such as web-based distance learning and teaching technology for blind or visually impaired faculty."