Enhancing the post-secondary campus climate for students with disabilities
By Kristi E. Wilson, Elizabeth E. Getzel, T. Brown. Journal of Vocational Rehabilitation, 2000
114 citations recorded by the source corpus.
As a result of a combination of legislative, academic and social changes, increased numbers of students with disabilities are considering post-secondary education as a viable option [2]. Students with disabilities view access to post secondary education as (1) an opportunity to enhance their chances of obtaining and maintaining employment [1], (2) a means of earning a higher annual income [4], and (3) a pathway to life-long independence and a greater quality of life. With a greater number of students with disabilities enrolling in colleges and universities nationwide, it is become more apparent however, that many campuses are not equipped to meet the unique and varied needs of these students. Just because access to post-secondary education is increasing for students with disabilities, it does not always follow that students selecting this option will discover welcoming, supportive campus climates, programming and services that will facilitate choice, independence, and social participation, or adequate supports to promote academic success. Even at universities that have a solid record of developing and implementing model service delivery activities in support of students with disabilities, it is questionable as to whether these activities have, to any significant degree, impacted the underlying campus climate.
Subfields: Safety Research
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Citations in the corpus
- Current status of educational support provision to students with disabilities in postsecondary education (2001, unknown): “Students with physical disabilities may profit from a barrier-free environment and a campus climate that has an attitude of disability friendliness [60].”
- Experiences of College Students With Disabilities and the Importance of Self-Determination in Higher Education Settings (2008, background): “programs because of their need to self-identify for specific services (West et al., 1993; Wilson, Getzel, & Brown, 2000 ).”
- Confronting similar challenges? Disabled and non‐disabled students’ learning and assessment experiences (2010, background): “The recent literature reflects this, as the topic of disabled students and higher education has been explored in such places as Finland (Poussu‐Olli 1999 ), the USA (Getzel 2008 ; Lancaster, Mellard, and Hoffman 2001 ; Nelson, Dodd, and Smith 1990 ; Wilson, Getzel, and Brown 2000 ), Ireland (Ha”
- Addressing the Persistence and Retention of Students with Disabilities in Higher Education: Incorporating Key Strategies and Supports on Campus (2008, methodology): “As a result of the evaluation ( Wilson, Getzel, & Brown, 2000 ), a model was developed using the principles of existing supported education models that were developed for individual with psychiatric disabilities or attention-deficit/hyperactivity disorder.”