Quality disability support for promoting belonging and academic success within the college community

College Student Journal, March, 2004 by Sheila Graham-Smith, Ssereta Lafayette

Positive classroom experiences in college are critical to successful inclusion of students with disabilities in the campus community. For students with disabilities, this includes classroom accommodations coordinated by a disability support office. In the fall of 2002, an electronic survey was sent out to students at Baylor University requesting accommodations asking what was most beneficial for them. The responses were overwhelmingly in favor of a caring staff and a safe environment where the struggles of college life can be addressed. This indicates to the researchers that being cognizant of an individual's spirit is more important than structure and policy. Without providing understanding, the cares, struggles, and needs of individual students go untouched and success becomes untenable. Care overcomes the sense of isolation and separateness that a student with disabilities feels and gives him/herself the permission to nevertheless belong and succeed in a frightening and challenging college environment. The other listed, defined, and researched accommodations are all necessary, yet they must be provided by a caring staff who not only can discern individual needs, and provide the necessary resources, but can open the doors of success opportunities by empowering students through trustful regard and encouragement.

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Positive classroom experiences in college are critical to successful inclusion of students with disabilities in the campus community. Faculty relationships are known to have a pivotal effect on whether at risk students, like students with disabilities, are embraced in the college environment (Chickering, 1969). "The goal is to develop and use classroom teaching strategies that allow all students a place where they can safely express their personal experiences, examine differences among students from various backgrounds and social strata, and explore the particular issues relevant to their own cultural identity in short, a nurturing place for all students" (Cuyjet, 1997).

Researchers find that grade performance is influenced by students level of comfort and satisfaction with the environment (Noel & Levitz, 1985). Institutional responsibility should facilitate the collaboration of universities (faculty, administration, students) to provide outreach and support aimed at meeting the disability accommodation needs of students with physical, psychological, learning, and attentional disabilities. This population will reciprocate by complementing institutional initiatives and completing their degrees.

Although college students with disabilities may have the cognitive ability to handle the content presented in class, they lack the skills and strategies necessary for obtaining and processing the information from textbooks, readings, and lectures (Putnam, 1984). Classroom accommodations through disability support offices at the postsecondary level are the universities' method of meeting the challenges of disability and variability in learning course content. Classroom accommodations and other support mechanisms like time management and study skill counseling afford students the dignity of learning with their peers (Roller, 1996). In addition, many of the stresses encountered by students with disabilities are exacerbated by university staff and faculty lacking the knowledge about and intent in the special needs of disabled scholars. The problem is also compounded by the students' inadequacies as independent learners and self advocates (Hartman, 1993). It is evident that a quality program of disability support needs to be in place for students with disabilities to succeed and graduate from a university.

Statement of Problem and Purpose of Study

The purpose of this study is to determine the quality of a disability support office and the most beneficial accommodations as viewed by students. The tendency is not to access the support tools available in a university, because so much emphasis is given to the idea that all students should navigate the college experience alone, that this is part of growing up. Service providers are available at each university as mandated by federal law to plan appropriate support services for qualified college students with disabilities. These federally required tools begin in elementary school and are carried through into the college setting. Disability support tools include coordinated services designed for an outcome which promotes postsecondary education and training (Cannon, 1994). Therefore, college students with disabilities are entitled to quality support services to meet their individual needs.

Research Question

The question for the study is: What do college students see as the most valuable aspect of a disability support office?

The author will explore through the eyes of the students with disabilities registered with the Office of Access and Learning Accommodations (OALA) at Baylor University the areas of support that are most meaningful to them. The depth of this question is explored through qualitative measure of an email question sent to these students.