Answered Questions is a monthly resource for the Spanish language Disability Community that fills an information need. Each month, we look through the searches on our blog and through the information requests made by our patrons who speak Spanish and pick a topic that fills the largest need. Each resource mentioned below is associated with this month’s information need. We normally search the various Spanish language news sources and feeds throughout the month to bring you these articles. However, this month all of our articles come from NIDILRR projects and, thus, are in English. This month, we focus on different aspects of post-secondary education and people with disabilities. This edition of Answered Questions includes items that discuss training programs that impact postsecondary students and their accommodations, faculty attitudes, students with psychiatric disabilities making the most of their college experience, the causal effects of inclusion on the postsecondary education of people with disabilities, the impact of technology for students with disabilities making the transition to higher education, and career planning for college students with ASD.
Access to Success: Replication and Impact of a Training Program Supporting Post-Secondary Students in Requesting Disability Accommodations (H133G140213)
Access to Success is a training program for post-secondary students with disabilities and provides them with knowledge and skills enabling them to advocate for accommodations needed to succeed in their coursework as well as to learn skills that may help gain more independence. This project investigates the program’s efficacy in its support of these students when they request accommodations to maximize their opportunity for success in their post-secondary career. The training model was developed by a previous NIDILRR Field Initiated Development Project and contains two components: An interactive online tutorial that provides knowledge and in-person workshop that emphasize the development of skills.
Post-secondary faculty attitudes toward inclusive teaching strategies. (J69209)
The study described in this article examined the attitudes of faculty toward academic accommodations and the inclusive teaching methods labeled universal design for instruction. The study utilized an online survey of faculty at a medium-sized Midwestern public research university and analyzed the results. The study found significant differences based on teaching experience, prior disability-related training, and academic discipline. The article discusses implications for rehabilitation practice.
Your college community: How people with psychiatric disabilities can make the most of their college experience (O19588)
This guide provides resources that provide support, social and personal growth, wellness, and entertainment. It also provides tips on what college students should expect and how to take advantage of all that their college/university has to offer, including arts, culture, health, recreation, and student organizations. The guide is adjustable to the needs of each college or university.
Learning and assistive technologies for college transition (J68683)
This article examines the impact of assistive technology for students with disabilities making the transition from high school to postsecondary education. Current transition planning for students with disabilities addresses academic preparation and pays little attention to teaching students to use emerging technologies or assistive technologies used for learning. The article discusses transition assessments that include learning and assistive technologies and how it provides students a better understanding of how their disability can have an impact in the college environment and how to use this data to advocate for appropriate accommodations.
A state comparison of vocational rehabilitation support of youth with intellectual disabilities’ participation in postsecondary education (J68679)
This study explored the role of vocational rehabilitation (VR) programs in promoting the participation in postsecondary education for individuals with intellectual disabilities (ID). The results of this study indicate that youth with ID were less likely to enroll in postsecondary education settings while in a VR program in comparison to youth with other disabilities, the participation rate of youths with ID varied across states, and their participation remained static, nationally. This study showed that VR programs play a role to a lesser extent in assisting youth with ID to participate in postsecondary education in comparison to students with other disabilities.
Causal effects of inclusion on postsecondary education outcomes of individuals with high-incidence disabilities (J70526)
This study examined how inclusion in the general high school curriculum potentially affects the postsecondary education outcomes of students with high-incidence disabilities, including learning disabilities and emotional-behavioral disorders. The researchers found that students that earned 80% or more of their academic credits in inclusive placement settings (general education) were twice as likely to enroll and continue in postsecondary education in comparison with students who received fewer credits in inclusive placement settings.
In their own words: The career planning experiences of college students with ASD (J68680).
During this study, 18 college students with autism spectrum disorders (ASD) were interviewed about their career planning experiences. These students attended community colleges and/or universities in Virginia and ranged from freshmen to graduate school students. Interviewers focused on the students’ current status in career planning/preparation, use of campus services and supports, and their satisfaction with these services; along with the students’ perspectives on what they need to better prepare for their careers. The students expressed a need for more experiential learning opportunities, mentoring opportunities, internships, or work experience.
- US – Department of Education Office for Civil Rights (OCR) – OCR provides a FAQ on knowing your rights and the responsibilities of students with disabilities preparing for postsecondary education. Includes contact information and links that provide further information.
- US – Abriendo Puertas a la educación y capacitación postsecundaria – This guide provides resources to plan a student’s transition after graduation from postsecondary education institutions. This manual can be used by students, parents, teachers/professors, and transition coordinators.
- Dominican Republic – Centro Nacional de Recursos Educativos para la Discapacidad Visual “Olga Estrella” – This center is a specialized center of the Department of Education of the Dominica Republic that provides resources, and educational services for children, youth, parents, and adults who are blind or have visual disabilities.