This chapter provides context for the issues discussed throughout the book to justify why the issue of students with disabilities using technology to support their studies in higher education continues to be both important and problematic. To do this, the chapter: (1) reviews current statistics regarding enrollment and success of students with disabilities in higher education; (2) examines the role and prevailing use of

Sleep quality is a construct often measured, employed as an outcome criterion for therapeutic success, but never defined. In two studies we examined appraised good and poor sleep quality in three groups: a control group, individuals with obstructive sleep apnea, and those with insomnia disorder. In Study 1 we used qualitative methodology to examine good and poor sleep quality in 121 individuals. In Study 2 we examined sleep quality in 171 individuals who had not participated in Study 1 and evaluated correlates and predictors of sleep quality. Across all six samples and both qualitative and quantitative methodologies, the daytime experience of feeling refreshed (nonrefreshed) in the morning and the nighttime experience of good (impaired) sleep continuity characterized perceived good and poor sleep. Our results clarify sleep quality as a construct and identify refreshing sleep and sleep continuity as potential clinical and research outcome measures.

The goal of this research was to develop a model to predict which students with disabilities will drop out before graduation and to investigate the drop out pattern of students with disabilities. To accomplish this we evaluated potential predictors of persistence and drop-out among 611 college and university students with various disabilities and developed a prediction model. We tested this model in a retrospective study using an independent sample of actual graduates (n = 133) and premature leavers (n = 39). Results show that the best predictors of academic persistence and dropout are the three Theory of Planned Behavior scales. These predicted 25% of the variance in intention to graduate and correctly classified 83% of participants who were no longer in school (86% of graduates and 74% of premature leavers). Path analysis showed linkages between demographic, academic performance, personality, self-efficacy, and college experience measures and the three Theory of Planned Behavior predictors. Key reasons for dropping out were: disability, health, finances, career direction uncertainty, inadequate disability accommodations, and lack of interest/motivation. A one-page questionnaire based on the Theory of Planned Behavior (i.e., Attitude, Subjective Norms, Perceived Behavioral Control) can add to the literature on predictors of intention to graduate, graduation and drop-out among college and university students with disabilities; this is enclosed in the Appendix.

We tested the ability of Ajzen's Theory of Planned Behavior (TPB) model to predict intention to graduate among Canadian and Israeli students with and without a learning disability / attention deficit hyperactivity disorder (LD/ADHD). Results based on 1486 postsecondary students show that the model's predictors (i.e., attitude, subjective norms, perceived behavioral control related to graduation) predicted between 32% and 59% of the variability in intention to graduate. Gender made a minor contribution to the prediction equation and age was unrelated. This suggests that our TPB measure, included in Table 1, is valid for diverse samples and countries. It can be used as a quick, inexpensive way to predict intention to graduate and, as shown by previous investigations, actual graduation rates. Thus, strengthening the three predictors may result in higher graduation rates.

No abstract

Objective: To examine similarities and differences among college/university students with ADHD, LD, and comorbid ADHD and LD on variables related to academic performance. Method: Students who self-reported ADHD (n=42), LD (n=72), or comorbid ADHD and LD (n=42), completed an online questionnaire which evaluated grades, parental education, course and social self-efficacy, and personal and school related obstacles and facilitators. Results: Students with ADHD (with or without comorbidity) reported the worst grades, personal situations (e.g., study habits, personal motivation), and course-related self-efficacy (e.g., time management, keeping up-to-date with school work). The single exception was that students with ADHD had more confidence in understanding textbooks than students with LD. Comorbid ADHD and LD sometimes led to worse outcomes than LD or ADHD alone. Conclusion: The common practice of combining all three groups, "LD and/or ADHD", should be avoided. Suggestions are made about what could be done to help students with ADHD.

Our goal was to explore the technology related pedagogical practices of college professors deemed by their students to be excellent in using technology in their teaching. We explored the views of 114 community / junior college professors who were nominated by their students as excellent in using technology in their teaching using both questionnaires and interview methods. Results were analyzed using descriptive and inferential statistics. Results show no gender or years teaching in college differences in professors' self rated proficiency or comfort with technologies. Results also show that most professors taught themselves how to use technologies with the help of online resources, through trial and error, and with help from colleagues and support staff. Challenges using technology were related primarily to technical problems, such as technologies not working and the institution's computers and networks being slow. However, professors in our sample usually had a back-up plan and found ways to carry on even if the technology failed. Our findings report on the most and least frequently used technologies in face-to-face teaching, on how professors typically used the course management system, on how professors communicate with students, including the very small number who used social media to do this, and the likelihood of allowing students to use their personal mobile technology in class. Our findings also show that the professors showed their students how to use technologies required for the course. We discuss the practical significance of our findings and their implications for faculty, students, and the institution itself. In particular, we make recommendations about the need for ongoing collaboration between the institution, the professors, and the students and about technology related professional development professors would like to see their college provide.

The present study set out to explore effective teaching techniques using PowerPoint for post-secondary students with disabilities by comparing their views to those of students without disabilities. 284 Canadian post-secondary social science students, 75 of whom self-reported a disability, were surveyed about what aspects of PowerPoint use helps them learn. The good news is that the results indicate many similarities between the views of students with and without disabilities. Although all students felt that having PowerPoint available online was highly desirable, for students with disabilities this was perceived as an important disability accommodation. All students preferred that PowerPoint slides be made available before class in both PowerPoint and PDF formats; however, this was particularly important to students with disabilities. All students preferred that professors walk around some of the time rather than simply stand beside the lectern, that they select slides with good contrast rather than an interesting but busy background template, that they write concepts in full sentences as opposed to key words only, and that PowerPoint images be accompanied by text rather than presenting images only. Overall, our findings show that well-designed PowerPoint slides which incorporate accessibility features (easily included by using the Accessibility Checker feature of PowerPoint) can benefit everyone. Notably, fewer than half (41%) of the students with disabilities had registered with the college to receive disability-related accommodations; therefore, it is important that PowerPoint, as used by professors, be accessible to this large segment of the population of students with disabilities. Informative slides with a clear template and good contrast, along with an engaging presentation style, are likely to benefit everyone. Our findings also show that, contrary to the fears of many educators, students are unlikely to miss class if slides are posted online. Moreover, this is equally true for academically stronger as well as weaker students.