Positive aspects of disability among college students

Sniatecki, Jessica L.; Ashton, Jennifer Randhare; Perry, Holly B.; Snell, Linda H.

doi:10.1108/jrit-09-2019-0069

Cited by 19 publications

(23 citation statements)

References 19 publications

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“…Some campus members view disability as a medical issue at the individual level, and they do not realize that reasonable accommodations are allowed by law (Yu & Huang, 2015). As a result, they view disability services as preferential treatment that might undermine academic fairness and academic integrity (Sniatecki et al, 2015). Moreover, some SWD are also influenced by this perception, and they are afraid that others will think they are receiving special treatment (Mamboleo et al, 2020).…”

Section: Resultsmentioning

confidence: 99%

Inclusion and equity: Experiences and dilemmas of disability resource centers at world-class universities

Luo

et al. 2023

International Journal of Chinese Education

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The disability resource centers (DRCs) of world-class universities play a central role in achieving the goal of promoting inclusion and equity in higher education. To provide a reference for the development of inclusive education in China’s double first-class universities, the DRCs of the top 10 universities were selected as typical cases to analyze their experiences and dilemmas. Regarding service mechanisms, DRCs aimed to ensure equitable access so that students with disabilities (SWD) could fully and holistically participate in universities, thereby improving inclusion on campus. In addition, DRCs established official websites as a service platform and developed clear service procedures and grievances to ensure the quality of service. Regarding service content, DRCs emphasized enhancing the disability awareness of campus members and provided support and services for SWD in their study, life, and employment to ensure that SWD could receive high-quality higher education. However, DRCs also suffered from dilemmas of low service application rates, flawed service mechanisms, and controversial service quality. Accordingly, suggestions and implications are proposed to improve inclusion and equity in China’s double first-class universities, including establishing a collaborative disability service system with DRCs as the core, optimizing the service mechanism, and providing personalized and diversified support service content.

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Section: Resultsmentioning

confidence: 99%

Inclusion and equity: Experiences and dilemmas of disability resource centers at world-class universities

Luo

et al. 2023

International Journal of Chinese Education

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“…Another consideration is how the faculty member interacts with the student while granting the accommodation. Some students have reported the impact of stigma from teaching staff (Becker & Palladino, 2016; Edwards et al., 2022) and knowledge gaps that negatively affect students with disabilities (Sniatecki et al., 2015). Further, we did not include factors such as the students’ program of study in our analysis.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Gender, Accommodations, and Disability on the Academic Performance of Canadian University Students with LD and/or ADHD

Morris,

Buchanan,

Arnold

et al. 2023

Learning Disabilities Research & Practice

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Academic accommodations for students experiencing disabilities are increasingly available at postsecondary institutions. More studies of the efficacy of accommodations for student success are warranted, however. Given the increased gender gap in university participation, more focus on the unique impact of gender is also needed. Using a sample of students registered with Access and Inclusion Services with learning disabilities (LD), attention‐deficit/hyperactivity disorder (ADHD), and combined LD/ADHD at a Canadian undergraduate university (N = 661), we explored the impact of gender on academic performance and accommodation usage. Next, we examined how gender intersected with the impact of academic accommodations on academic performance. Women, on average, demonstrated better academic performance. Academic strategies and assistive technologies were not associated with higher academic performance. However, testing accommodations (extended time and environmental accommodations) were positively associated with academic performance for men with LD or ADHD, but not for the combined group LD/ADHD. For the former two, the more tests accommodated, the higher the academic performance. Furthermore, this gender association was most prominent for students experiencing ADHD. Interpretations and policy recommendations related to these findings are presented.

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“…This work has revealed a clear legislation-to-practice gap. Many university educators have limited knowledge of legally mandated accommodations and UD (Carballo et al, 2021; Sniatecki et al, 2015; Westine et al, 2019). Yet, university educators often express strong interest in learning more about UD and disabilities, with particular interest in autism.…”

Section: Why Include Ud?mentioning

confidence: 99%

Learning from the experts: Evaluating a participatory autism and universal design training for university educators

Waisman

Williams

Cage

et al. 2022

Autism

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Autistic students experience strengths and challenges that can impact their full inclusion in higher education, including stigma. A participatory team of autistic and non-autistic scholars developed an autism and universal design (UD) training. This participatory approach centered the voices of autistic collaborators in training design and evaluation. Ninety-eight educators from 53 institutions across five countries completed assessments before training (pre-tests), 89 completed post-tests (after training), and 82 completed maintenance assessments (a month after post-test). Pre-test autism stigma was heightened among males, educators with less autism knowledge, and those who reported heightened social dominance orientation. Autism knowledge, autism stigma, and attitudes toward UD improved with training. Improvements remained apparent a month after post-test but were somewhat attenuated for knowledge and stigma. To the best of our knowledge, this is the first evidence of maintenance of benefits of an autism training over time. Participants’ main reason for enrolling in the study was to gain a better understanding about neurodiversity. Feedback indicates that this goal was reached by most with the added benefit of gaining understanding about UD. Results suggest that interest in one type of diversity (e.g. autism) can motivate faculty to learn UD-aligned teaching strategies that benefit diverse students more generally. Lay abstract Autistic university students have many strengths. They also go through difficulties that professors may not understand. Professors may not understand what college life is like for autistic students. They might judge autistic students. A team of autistic and non-autistic researchers made a training to help professors understand autistic students better. This training also gave professors ideas to help them teach all of their students. Ninety-eight professors did an online survey before the autism training. They shared how they felt about autism and teaching. Before our training, professors who knew more about autism appreciated autism more. Professors who thought people should be equal and women also appreciated autism more. Then, 89 of the professors did our training and another survey after the training. This helped us see what they learned from the training. They did one more survey a month later. This helped us see what they remembered. Our training helped professors understand and value autism. It also helped them understand how they can teach all students better. The professors remembered a lot of what we taught them. This study shows that a training that autistic people helped make can help professors understand their autistic students better.

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Positive aspects of disability among college students

Cited by 19 publications

References 19 publications

Inclusion and equity: Experiences and dilemmas of disability resource centers at world-class universities

Inclusion and equity: Experiences and dilemmas of disability resource centers at world-class universities

The Impact of Gender, Accommodations, and Disability on the Academic Performance of Canadian University Students with LD and/or ADHD

Learning from the experts: Evaluating a participatory autism and universal design training for university educators

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