This paper provides an overview of adaptive technologies currently being used in Ontario Universities. Results of this study may help disability service providers in Ontario in understanding the current challenges of training students with disabilities in using adaptive technologies as well as improving service delivery methods. Participants were recruited through a listserv and asked to answer an online survey. Data were analyzed using descriptive statistics and anecdotal narratives. Results indicated that students with learning disabilities are not familiar with adaptive technologies that would best suit their academic needs and that training in adaptive technology occurred on an individual basis or in small group settings as opposed to large groups. Participants indicated that they use low-cost equivalents and adaptive technologies housed in open laboratories in order to serve students with financial needs. Challenges faced by Assistive Technologists included: consistency in assistive technology use by the students they serve, effective training while semester coursework is in progress, and fitting individuals with very unique needs to the available technology. A series of best practices and accomplishments were identified by the participants.
While a large group of students enroll in graduate studies in Canada every year, more than half do not reach degree completion (Elgar, 2003;Baird, 1990 Gardner's (2009) conceptual framework of doctoral student identity development.
This study compared college student characteristics of those who attended regular and shorter orientation sessions at a state university over a period of four years. Data were analyzed using descriptive statistics, and results indicated that significant differences existed between the students who attended the regular orientation and those who attended a shorter orientation. Further analysis using linear and logistic regression indicated that type of orientation session attended did not significantly affect the outcomes of retention, fall and spring grade point average (GPAs), and academic status beyond the effects of student background characteristics. Recommendations focused on college student experiences.
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