Students’ Perceptions of Accommodations in High School and College

Abstract

Although more students with disabilities are attending college than ever before (Dukes & Shaw, 1999; Henderson, 2001), they are much less likely to graduate from college than their peers without disabilities (Horn & Bobbitt, 1999; National Council on Disability, 2003). This lower graduation rate for young adults with disabilities is of great concern given that there is a growing demand for a highly educated workforce and a corresponding decrease in jobs available to those who are not college educated (Kazis et al., 2007). One practice that may facilitate the learning of students with disabilities in postsecondary educational environments is the provision of accommodations. Accommodations are changes in the presentation of instructional or testing materials, changes in (how) students are expected to respond to instructional or testing materials, changes in the scheduling of instruction and/or testing, and changes to the setting in which materials are presented (Thurlow, Ysseldyke, & Silverstein, 1995). Although research directly linking accommodations with success in college among students with disabilities is currently limited, research does suggest that providing accommodations in other educational settings has promoted the inclusion of students with disabilities in general education activities (Olson & Goldstein, 1996; Sireci, Scarpati, & Li, 2005). Rules and procedures for determining which accommodations a student should receive vary considerably from secondary to postsecondary settings. In high school settings, the Individuals With Disabilities Education Improvement Act (IDEA; 2004) and Section 504 of the Rehabilitation Act (1973) mandated the provision of accommodations for students with disabilities. In particular, these laws require that students with suspected disabilities be evaluated (although criteria for identification differ depending on the law), and if a student is determined to have a disability and needs special education and related services, then the school must provide a "free and appropriate public education." Under IDEA (2004), students with disabilities must be provided with accommodations that are deemed appropriate by the Individualized Education Program (IEP) team. The IEP must contain "a statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and district-wide assessments" (34 C.F.R. § 300.322). Under Section 504 of the Rehabilitation Act, schools are 415098C DE34310.

Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution

“…In this researcher's experience as a university career services provider, communication with career services office staff and prospective employers was identified to be a major barrier to students' utilization of accommodations. Many employers, although familiar with the legal implications of Section 504, may not see the need to provide alternative job opportunities for SWPDs, which adds to the difficulty these students may experience in discussing accommodations with potential employers (Bolt et al 2011). In essence, this study also shows the relationship between services and programs available to SWPDs and the information and education provided to the students regarding said services.…”

“…Students who share personal characteristics with populations that do not have long histories of success in education may be considered at risk for failure in college (Schreiner, Noel, Anderson, & Cantwell, 2011). Researchers have also noted that SWPDs experience a higher attrition rate than their peers without disabilities (Bolt et al, 2011), likely due to the presence of an impairment that limits their life activities and affects persistence to graduation (Adams & Proctor, 2010). In their longitudinal study, Berkner, Curraro-Alamin, McCormick, and Bobbit (1996) found that students with disabilities experienced a graduation rate ten percent lower than their peers without disabilities.…”

“…Each student must then request and attend an individual meeting with disability resources centers to determine the accommodations that will be provided. The types of accommodations available to students in high school can be vastly different than what a higher education institution is required to provide (Bolt et al, 2011). For example, a high school student diagnosed with Autism Spectrum Disorder may be provided, at the school district's expense, an aid to teach him or her social skills.…”

“…However, students with disabilities also experience a higher attrition rate than their peers without disabilities (Bolt, Decker, Lloyd, & Morlock, 2011). As the number of SWPDs on campus increases, it is important to explore more deeply these students' experiences, identify the challenges associated with workforce transition, and then study those challenges and identify how to help students overcome them, persist to graduation and enter the workforce as contributing individuals to society.…”

“…For example, the Individuals with Disabilities Education Act (IDEA), which mandates services for children ages 3 to 21, has no authority in higher education. Rather, once a student is in college, the provision of accommodations is governed by Section 504, Subpart E of the Rehabilitation Act of 1974 (Section 504) and the Americans with Disabilities Act (ADA) (Bolt et al, 2011;Garrison-Wade & Lehmann, 2009). Section 504 requires that higher institutions make academic adjustments to ensure students' equal access to programs (Gil, 2007).…”