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ERIC Number: ED452617
Record Type: Non-Journal
Publication Date: 2001-Feb
Pages: 24
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Experiences of Students with Disabilities in Selected Community and Technical Colleges. The Individual Accommodations Model: Accommodating Students with Disabilities in Post-Secondary Settings.
Lancaster, Sean; Mellard, Daryl; Hoffman, Lesa
Student questionnaires were administered to 61 students with disabilities currently enrolled in community colleges in Kansas (n=20), Minnesota (n=23), and California (n=18). This information was collected through two campus visits during the fall of 1999. Students reported an average of 1.3 disabilities per person, ranging from 1-6. The most frequently reported disability type was learning disabilities (LD), affecting approximately half of the students. Given this high proportion of LD, additional analyses were conducted to compare the students with LD with students with other disabilities. Results from the questionnaires indicate the students' greatest difficulties were with concentration, distraction, frustration, test anxiety, remembering, and mathematics. The most frequent accommodations and services mentioned were notetakers, extended testing time, or quiet testing rooms, and tutors. The tutors were available for all of the students through the college's learning center or library. There were no tutors specifically designated for students with disabilities. Students rated several issues in selecting and using accommodations as very important, such as the amount of training required, task appropriateness, personal cost, availability, independence, and disability specificity. Overall, students appeared satisfied with the accommodations they were receiving. Data tables are included that illustrate questionnaire results. (CR)
University of Kansas, Center for Research on Learning, 1122 West Campus Rd., JR Pearson Hall, Room 517, Lawrence, KS 66045; Tel: 785-864-7081; Fax: 785-864-5728; Web site: http://das.kucrl.org/iam/reports.html.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Kansas Univ., Lawrence. Center for Research on Learning.