Fostering the Increased Integration of Students with Disabilities E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B SS Single Issue Student Services
• Sprache: Englisch

Seitenzahl: 220

Veröffentlichungsjahr: 2011

Beschreibung

All members of a community benefit from the diversity that studentswith disabilities bring to a campus, and all campus constituentshave an obligation to serve their diverse students. This volumeprovides the preparation and knowledge your campus needs to meetthe growing populations of students with disabilities. Editor Marianne S. Huger, assistant dean of students at AmericanUniversity, and contributing authors provide practitioners andfaculty members with guidance concerning not just accommodating butincluding students in the fabric of an institution. They alsoprovide specific guidance on four issues that are current paramountin service students with disabilities: tranistion, online learning,Education-Abroad, and psychiatric disabilties. Also included is anexploration of the legal framework for fostering the increasedintegration of students with disabilities. This is the 134th volume of the Jossey-Bass quarterly reportseries New Directions for Student Services. Anindispensable resource for vice presidents of student affairs,deans of students, student counselors, and other student servicesprofessionals, New Directions for Student Servicesoffers guidelines and programs for aiding students in their totaldevelopment: emotional, social, physical, and intellectual.

Leseprobe

Table of Contents

Cover

Title page

Copyright page

Editor’s Notes

Chapter 1: Fostering a Disability-Friendly Institutional Climate

A Disability-Friendly Climate: The Value to Students with Disabilities

A Disability-Friendly Climate: The Value to All Students

Campus Constituency Involvement

Conclusion

Chapter 2: Universal Design for Academic Facilities

Accessibility Compliance Versus Universal Design

Methods of Accommodation

Areas of Opportunity: Tips and Design Ideas

Conclusion

Appendix: Additional Resources

Chapter 3: Employing Universal Design for Instruction

Components of Universal Design for Instruction

The Need for UDI

Examples of UDI in College Classrooms

Benefits of UDI

Professional Development for UDI

The Role of College Administrators

Good Teaching Is Good Teaching

Appendix: Resources

Chapter 4: Transition Strategies to Ensure Active Student Engagement

The Changing Postsecondary Landscape

Implementing a Collaborative Approach

Redefining the Roles and Structures of Student Affairs

Collaborative Transition Strategies

Discussion

Chapter 5: Accessible Online Learning

Students with Disabilities in Online Courses

Importance of Proactive Design

Content Management Systems

Accessibility Versus Usability

General Web Accessibility

Conclusion

Appendix: Additional Resources

Chapter 6: Education Abroad for Students with Disabilities: Expanding Access

A Comprehensive Advising Approach

Creating a Welcome Environment

Specific Advising Strategies

Accommodation Requests

Preparing Students for the Experience

Financial Considerations

Administrative Considerations

Considerations on Return

Appendix: Critical Resources

Chapter 7: Understanding the Experiences of Students with Psychiatric Disabilities: A Foundation for Creating Conditions of Support and Success

Population Description

Definition of Psychiatric Disability

Types of Psychiatric Disability Among the College Population

Scope of Psychiatric Disability Among the College Population

Inclusion and Integration on Campus

Barriers to Success

Faculty and Staff Concerns and Issues

Strategies for Success

Conclusion

Chapter 8: Legal Issues in Serving Students with Disabilities in Postsecondary Education

General Obligations of Federal Disability Rights Statutes

Specific Applications to Postsecondary Educational Access

Current Issues

Other Federal Protections

Conclusion

Index

FOSTERING THE INCREASED INTEGRATION OF STUDENTS WITH DISABILITIES

Marianne S. Huger (ed.)

New Directions for Student Services, no. 134

Elizabeth J. Whitt, Editor-in-Chief

John H. Schuh, Associate Editor

Copyright © 2011 Wiley Periodicals, Inc., A Wiley Company. All rights reserved. No part of this publication may be reproduced in any form or by any means, except as permitted under section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher or authorization through the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923; [phone]; fax [phone]. The copyright notice appearing at the bottom of the first page of an article in this journal indicates the copyright holder’s consent that copies may be made for personal or internal use, or for personal or internal use of specific clients, on the condition that the copier pay for copying beyond that permitted by law. This consent does not extend to other kinds of copying, such as copying for general distribution, for advertising or promotional purposes, for creating collective works, or for resale. Such permission requests and other permission inquiries should be addressed to the Permissions Department, c/o John Wiley & Sons, Inc., 111 River St., Hoboken, NJ 07030; [phone], fax [phone], www.wiley.com/go/permissions.

NEW DIRECTIONS FOR STUDENT SERVICES (ISSN 0164-7970, e-ISSN 1536-0695) is part of The Jossey-Bass Higher and Adult Education Series and is published quarterly by Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass, 989 Market Street, San Francisco, California 94103-1741. Periodicals Postage Paid at San Francisco, California, and at additional mailing offices. POSTMASTER: Send address changes to New Directions for Student Services, Jossey-Bass, 989 Market Street, San Francisco, CA 94103-1741.

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EDITORIAL CORRESPONDENCE should be sent to the Editor-in-Chief, Elizabeth J. Whitt, N473 Lindquist Center, The University of Iowa, Iowa City, IA 52242.

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ISBN: 978-1-1180-9511-9

ISBN: 978-1-1181-6177-7 (epub)

ISBN: 978-1-1181-6178-4 (emobi)

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Editor’s Notes

As students with disabilities continue to pursue higher education in greater numbers, the need for comprehensive service provision has become a priority at many institutions in the United States. Students with disabilities were last addressed in a New Directions volume in 2000 and a lot has changed since then. Legal mandates and legislation, new paradigms for viewing disability services, and the diffusion of technology necessitate an updated guide.

This volume addresses higher education administrators and college professors beyond those working in the area of disabilities. All members of a community benefit from the diversity that students with disabilities bring to a campus, and all campus constituents have an obligation to serve their diverse students. Therefore, all members must be prepared to navigate issues surrounding the increased integration of students with disabilities with knowledge and professional preparation. This volume provides that preparation and knowledge. Disability services staff cannot be the only members of a college’s administration who provide services to students with disabilities. If the campus is to take full advantage of the range of perspectives and talents that its students possess, increased integration is necessary.

This volume frames access to higher education within a contextual goal of increasing the social and academic integration of students with disabilities. To this end, all chapters provide practitioners and faculty members with guidance concerning not just accommodating but including students in the fabric of an institution.

In Chapter One, Marianne Huger discusses the value to all members of a campus community of a disability-friendly institutional climate. She offers practical suggestions for various constituencies to foster this environment. Next, John Salmen introduces the concepts of universal design and provides guidance to campuses that use these principles. Robert Shaw explores in Chapter Three how the concepts of universal design can be applied to learning and instruction. He includes specific examples of the benefit of these practices to students, faculty, and staff. In Chapter Four, Donna Korbel, Joan McGuire, Manju Banerjee, and Sue Saunders turn to the transition through college for students with disabilities and provide recommendations for services in this area. Elizabeth Case and Roseanna Davidson introduce in Chapter Five the accessibility of online learning and its advantages and challenges for students with disabilities. In Chapter Six, Heidi Soneson and Shelly Fisher speak to the importance of including students with disabilities in education-abroad opportunities. Holley Belch addresses in Chapter Seven the specific population of students with psychiatric disabilities and offers strategies for inclusion and integration in and outside the classroom. Jo Anne Simon closes the volume in Chapter Eight with an updated analysis of the legal issues that bear on higher education’s inclusion and accommodation of students with disabilities.

This volume thus provides a foundational understanding of the importance of the full inclusion of students with disabilities in higher education. The exploration of universal design provides a further foundation into an underlying theory that may aid in increasing the academic and social integration of all students. The chapter authors also provide specific guidance on four issues that are currently paramount in serving students with disabilities: transition, online learning, Education-Abroad, and psychiatric disabilities. The volume ends with an exploration of the legal framework for fostering the increased integration of students with disabilities.

The chapter authors hope that readers gain insight and understanding pertaining to working with students with disabilities. Thinking about this population using many different lenses will aid in service provision and inclusion. It is our aim that this volume will provide these lenses.

Marianne S. Huger

Editor

MARIANNE S. HUGER is the assistant dean of students at American University and an adjunct instructor at the George Washington University, both in Washington, D.C. She was formerly the Director of Disability Services at Georgetown University Law Center.

1

Fostering a Disability-Friendly Institutional Climate

Marianne S. Huger

All members of a campus community have a role to play in increasing the academic and social integration of students with disabilities.

Students with disabilities are entering college at increasingly high rates due to legal mandates, sophisticated assistive technology, and improved access to educational accommodations. The 1990s saw an increase in offices of disability services on campuses throughout the United States. These offices evaluate documentation that students provide, approve appropriate accommodations, and ensure that accommodations are properly administered. The range of services and programs available to students with disabilities varies by institution (Getzel and McManus, 2005). All offices, however, are asked to provide increasingly varied and individualized services. In addition to the business of accommodation provision, offices of disability services are increasingly called on to find creative solutions in a difficult economy, provide guidance to offices on campus in order to improve accessibility, and advocate for students with disabilities. As institutions work toward a disability-friendly climate, the work of offices of disability services needs to be reenvisioned.