Prepare your institution for a new generation of disabilityservices that embraces the growing student, as well as staff andfaculty population with disabilities. Legal compliance, reasonableaccommodations, classroom instruction issues, strategies to improvethe campus climate and more–this volume examines what disabilityservices may have to offer, and have cmapuses and disabilityservice professionals may need to collaborate or expand traditionalnotions of disability and disability services.
Volume editors Wendy S. Harbour, Lawrence B. Taishoff Professorof Inclusive Education at Syracuse University, and Joseph W.Madaus, co-director of the Center on Postsecondary Education and Disability, assemble an introduction, and overview of disabilityservices. Contributing authors examine campus case-studies, procedures and terminology, legal compliance and disabilityservices for staff and faculty. The volume concludes with a broadview of disability itself and how its role as a part of campusdiversity.
This is the 154th volume of the Jossey-Bass quarterly reportseries New Directions for Higher Education. Addressedto presidents, vice presidents, deans, and other higher-educationdecision-makers on all kinds of campuses, New Directions for Higher Education provides timely information andauthoritative advice about major issues and administrative problemsconfronting every institution.
สารบัญ
EDITORS’ NOTES 1
Wendy S. Harbour, Joseph W. Madaus
1. The History of Disability Services in Higher Education5
Joseph W. Madaus
In an overview of the field of disability services and how itdeveloped,
current issues that may shape the future of the profession arediscussed.
2. Collaboration Strategies to Facilitate Successful Transition of Students with Disabilities in a Changing Higher Education Environment 17
Donna M. Korbel, Jennifer H. Lucia, Christine M. Wenzel, Bryanna G. Anderson
Using examples from the University of Connecticut’sdisability services
office, the authors provide ideas for collaborating to improveservices,
especially for first-year students with disabilities.
3. Disability Services Offices for Students with Disabilities: A Campus Resource 27
Rebecca C. Cory
This chapter provides basic disability services terminology andprocedures,
including the process of providing disability services, explaining
how campuses may need to go beyond legal compliance toaddress
emerging needs.
4. Harnessing the Potential of Technology to Support the Academic Success of Diverse Students 37
Dave Edyburn
Universal design for learning is a process of designing curriculumfor
the maximum diversity of students, an approach that can bemaximized
through the use of technology.
5. UReturn: University of Minnesota Services for Faculty and Staff with Disabilities 45
Dave Fuecker, Wendy S. Harbour
The University of Minnesota’s Disability Services office alsoserves
faculty and staff with disabilities and chronic healthconditions.
6. Legal Challenges and Opportunities 55
Salome Heyward
Three examples from recent legislation and the courts show howcampuses
must continually respond to compliance issues that areemerging
at state and federal levels.
7. Responding to and Supporting Students with Disabilities:Risk Management Considerations 65
Anne Lundquist, Allan Shackelford
With campuses reacting to high-profile cases involving studentswith
significant psychiatric disabilities, this chapter insteadrecommends a
more thoughtful proactive approach that reflects the needs ofstudents,
disability services professionals, and the institution as awhole.
8. College Students with Disabilities: A Student Development Perspective 77
Wanda M. Hadley
The use of student development theory can provide greaterunderstanding
of how college students with disabilities may evolve in their
identities and use of disability services.
9. Disability-Friendly University Environments: Conducting a Climate Assessment 83
Robert A. Stodden, Steven E. Brown, Kelly Roberts
Campus climate assessment tools can help guide policy andprogram
development for disability services and other units on campus.
10. Disability Studies in Higher Education 93
Steven J. Taylor
The field of Disability Studies can provide insights intodisability and
disability services, redefining what it means to be a person with adisability
in higher education.
INDEX 9
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Wendy S. Harbour is the Lawrence B. Taishoff Professor of Inclusive Education at Syracuse University, where she directs the Taishoff Center for Inclusive Higher Education.
Joseph W. Madaus is the Co-Director of the Center on Postsecondary Education and Disability and is an Associate Professor in the Department of Educational Psychology at the University of Connecticut.
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