Postsecondary Education and Employment of Adults with Disabilities

American Rehabilitation, Winter, 1999 by Robert A. Stodden, Peter W. Dowrick

It is important to remember that supports and services provided by postsecondary institutions are often relatively new and, thus, not yet well known by faculty members. Faculty and other stakeholders, therefore, may find it difficult to accommodate students simply because they lack an understanding of the students' needs or familiarity with campus services. Moreover, some students elect not to disclose their disabilities in order to avoid being labeled "disabled" while on campus. Unfortunately, students who fail to identify themselves as "disabled" are often unable to access many of the supports designed to get them closer to having equal--rather than special--access to education (Gordon & Keiser, 1998).

The Research Agenda

Although a wide array of supports are provided for students with disabilities, understanding which specific accommodations are appropriate to the student and under what conditions these accommodations may be applied are issues that continue to dominate postsecondary conversations regarding students with disabilities. Definitions of what supports are "appropriate" vary extensively. Research programs must seek to identify the most promising strategies, technologies, services, supports, and programs for (a) facilitating successful transition of students with disabilities from secondary to postsecondary settings, (b) improving student performance and graduation rates within those settings and (c) promoting personally satisfactory high quality employment outcomes.

Given that most disability-related services are a relatively new requirement within the postsecondary education environment and the likelihood that a student will run into obstacles when attempting to set up necessary support services, there is clearly a need for research to address such questions as:

* To what extent is the requirement that a person disclose his or her disability in order to obtain services a deterrent to postsecondary enrollment and completion?

* Are vocational rehabilitation or other funding sources for services not covered under ADA or Section 504 of the Rehabilitation Act readily available to postsecondary students?

* What kind of impact have various services and supports, including various assistive devices, had on students' access, participation, performance, and completion of postsecondary education?

* What are the systemic obstacles to service provision?

* To what extent does helping students develop self-advocacy and self-determination skills assist in the transition into postsecondary settings and student success within the postsecondary setting?

* To what extent do educational institutions provide transitional support to graduates as they attempt to enter high quality employment settings, and how does this affect employment outcomes?

* Which of the various services available to postsecondary students with disabilities do they--the consumers-find most effective?

* How would they like to see the services delivered?

* How can postsecondary institutions accommodate student needs in ways that are empowering for students as well as being efficient and effective at the institutional level?