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Enhancing the post-secondary campus climate for students with disabilities
by Wilson, Getzel, and Brown
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.
Journal of Vocational Rehabilitation, 14, p. 37-50. 2000.
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