A Conceptual Framework for Understanding Students' with Disabilities Transition to Community College

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

“…This report supports the existing literature, which reported that the quality of the interactions between students and their DRCs can impact students' choices about use of accommodations (Garrison-Wade & Lehmann, 2009;Lindstrom et al, 2009). Once the participants in the study determined that they wanted to receive accommodations, they did not perceive the process as being overly cumbersome or difficult.…”

“…In addition, students with disabilities have also reported that negative interactions with insensitive college staff contributed to their overall unease when discussing their needs (Garrison-Wade & Lehmann, 2009 Typically, parents and teachers are no longer heavily monitoring students in college, so students must become more adept at self-regulation (Fier & Brzezinski, 2010;Gil, 2007).…”

“…These differences are: 1) documentation requirements (Madaus & Shaw, 2004), 2) reasonableness of certain accommodations (Bolt et al, 2011), and 3) requirement for students to initiate and drive accommodations processes (Garrison-Wade & Lehmann, 2009). …”

“…In addition, these students have the challenge of securing whatever accommodations are necessary to allow them full and equal access to their institutions' career and disability services and activities, (Madaus & Shaw, 2004). This lack of access presents an additional layer of difficulty for SWPDs, many of whom are just beginning to learn how to interact effectively with career and disability services staff (Marshak, Van Wieran, Raeke Ferrell, Swiss, & Dugan, 2010;Garrison-Wade & Lehmann, 2009). Because colleges, both physically and programmatically, rarely operate in a manner that automatically allows equal access to services and programs for all students, SWPDs must advocate for themselves in obtaining this access from their institutions (Lombardi & Murray, 2011).…”

“…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).…”