In 3 empirical studies we examined the computer technology needs and concerns of close to 800 college and university students with various disabilities. Findings indicate that the overwhelming majority of these students used computers, but that almost half needed some type of adaptation to use computers effectively. Data provided by the students and by a small sample of professors underscore the importance of universal design in a variety of areas: courseware development, electronic teaching and learning materials, and campus information technology infrastructure. Sex and age of students were only minimally related to attitudes toward computers or their use in our samples. Key ®ndings summarize the problems faced by students with different disabilities as well as the computer related adaptations that are seen as helpful. These are used to formulate concrete, practical recommendations for faculty to help them ensure full access to their courses.The advent of the computer revolution has resulted in rapid changes in both theory and practice in postsecondary education (cf. America's 100 Most Wired Colleges ± 1999Colleges ± , 2000 Campus Backbone Connectivity, 1999; EDUCAUSE Online Guide, 2000). Multimedia, web based delivery of course materials, virtual communities, and learner rather than teacher centered approaches have resulted in a resurgence of interest in improving postsecondary teaching and learning. The excitement, however, is more evident in the Fichten, C. S., Asuncion, J., Barile, M., Généreux, C., Fossey, M., Judd, D., Robillard, C., De Simone, C., & Wells, D. (2001). Technology integration for students with disabilities: Empirically based recommendations for faculty. Educational Research and Evaluation, 7(2-3), 185-221.
