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Hotline: Students with Disabilities Speak Out!

11 Adaptech Research Network2 Dawson CollegePresentation at the AQICESH ConferenceMontreal, Quebec, June 6, 2012Natalie Martiniello1, Maria Barile1, Jillian Budd1, Mai N. Nguyen1, Catherine S. Fichten1,2

1IntroductionAdaptech Research Network

The Study: What & Why

Team Members

Funder: SSHRC/CRSH 22AgendaMethodologyPre-EmploymentSelf-Management and Course WorkloadDisability Related Academic/Access SupportsFinancial ConcernsAccess to Information/EnvironmentRecommendations

33MethodologyAcademic retention of postsecondary students with disabilities and graduationData collected in 2010 and 2011Online questionnaire Open-ended question: Please indicate any other issues related to your education and/or job search experiences that are important to you. 4During the year 2010 2011, Adaptech research network conducted a research on academic retention of post secondary students with disability from across CanadaThe study was conducted with an accessible online questionnaire /This workshop will focus on the open ended questions add questions 4How Responses Were EvaluatedA coding manual was developed Two codersCoded up to 3 comments10 distinct categories Categories of comments coded asPositive or negative Based on how comments were written 5Ex of positive and negOthers werePeer supportFinancial general Employment generalAcademic support general Other 5Open Ended Demographics 397 participantsFemale: 67%Male: 33%English: 70%French: 30%Provided up to 3 comments497 comments total

66Academic Status 75% Current students 20% Recent graduates (past 2 years) No longer studying 5% Leavers (left without completing their program)

77Ranking by % of Responses NegativePre-employment concerns 23%Self-management and course workload 17%Disability related academic/access supports17%Accessing information/school environments 7%Financial barriers due to disability 7%

PositiveDisability related academic/access supports 7%Self-management and course workload 2%

8Maria: remember to explain each category (explanations in coding manual)Add other coding items % of responses

For each category We will use quotes from students t that exemplify the majority of concerns 8 Pre-Employment - NegativeI am very concerned about having a job, because I don't foresee there existing any job flexible enough to accommodate me.99 Pre-Employment - NegativeTop concern22.9% of the responses20% of current students 38% of graduates 14% of leaversSpecific concernsAccommodationsDisability disclosureNeed for interview and job readiness skills

1010 Pre-Employment - NegativeOf greatest concern toThose with speech/communication and hearing impairmentsParticipants with low vision (33%) vs. participants who are blind (22%)Participants in career/technical and professional programsFemale participants (25%) vs. male participants (20%)

1111Self-Management and Course Workload - NegativeI wish [the] disability services would concentrate not only on the accessibility issues on campus, but also how to live with a disability in our academic and professional lives.1212Self-Management and Course Workload - NegativeAwareness of difficulties in managing ones course load 17% of the comments were negative20% of females, 12% of males 2% of comments about their workload were positive 1313Disability Related Academic / Access Supports - NegativeThey seem NOT to understand that if someone is ill with pain, the last thing they need to add to their already hard-to-balance schedule and life is another doctor's appointment for something that is already registered with Disability Services. 1414Disability Related Academic / Access Supports - NegativePoor services provided by the OSD, individual professors, and the university at largeAvailability Negatively perceived by 67 participants (19% of females, 13% of males)Some professors view accommodations as lowering standardsTeaching assistants often unequipped to accommodate

1515Disability Related Academic / Access Supports - NegativeOnerous documentation and "proof" requirementsLack of assistive technology and training7% females and 6% of males offered positive comments7% of comments received about Disability Related Academic/Access Supports were positive1616Disability Related Academic / Access Supports - PositiveThe accessibility services at [U of XX] have made my university career much easier and much more enjoyable

17Access to Information / Environments - NegativeI find waiting for textbooks for courses to be converted to PDF format or having to buy new books so that we can get them converted is wrong []. The lack of audio books, and the lack of digital books for research (so that we can use our programs to read them) is a challenge.1818Access to Information / Environments - NegativeMentioned by 8.1% of respondentsEnglish: 6%, French: 10%Negative comments from 8% of current students, 4% of graduates, 5% of leaversPhysical barriers (inside and outside)Difficulty accessing course materials

1919Financial Concerns - NegativeAu niveau de l'aide financire aux tudes, ces formes d'aide financire (bourses) ne refltent plus la ralit montaire de nos besoins de base : loyer, lectricit, chauffage, tlphone, Internet, assurances, nourriture et passe d'autobus20The present form of financial aid (scholarships) no longer reflect the reality of our monetary basic needs: rent, electricity, heating, telephone, Internet, insurance, food and bus pass ... "

20Financial Concerns - NegativeDisability-related financial concerns as a hindrance for7% of current students8% of graduates14% of leaversLeavers expressed the most concern about financial burdens caused by disability2121Recommendations22

22 Pre Employment Inform students about employment counselling services and other organizationsProvide interview skills workshopsConsider mentorship opportunities

2323Workload ManagementOrganize study skills workshopsStress management supportImportance of time managementImportance of obtaining course material in advanceInform that reduced load is available for full time students24 In Quebec for example some students can qualify as being full time while taking reduce course load 24Disability Related Academic / Access SupportsPublic education: disability awareness and universal design instructions Training on adaptive and general use information and communication technologies

2525Financial ConcernsProvide information about bursary programs and scholarships for students with disabilitiesProvide help with complex government formsEducate students about free and inexpensive adaptive software

2626Access to Information and School Environments

Encourage professors to finalize course material in advanceEncourage publishers to provide alternative formatsEducate students about adaptive technology (e.g. scanning software)Advocate for universal design from the start (e.g. school websites)

2727Universal Design: Built Environment

Accessibility starts in the parking lotChoice of classroom set up Quiet places for studying and examsEnvironmental sensitivity issues 2828Management issuesSnow-free rampsWorking elevatorsKeep accessible spaces free 29Universal Design: Built Environment

29Universal Design of InstructionLearn the benefits & limitations of UDICreate links with diversity of students in your institutions Be flexible in required paper workCreate links with community resources that can assist students

3030Universal Design of InstructionAdvise faculty to:Provide their course outline in print & online from the first classHold flexible office hours and use different meeting methods (in person, phone, MSN, etc.) Indicate an openness to any discussion related to courses to all their studentsProvide an estimate of costs of various course materials

3131Universal Design of Instruction

Assist students to communicate directly with faculty and other institutional personnel Address students concerns

3232Universal Design of InstructionEncourage the administration to provide workshops onThe needs of diverse student populations (based on gender, culture, disability, learning style, etc.)Understand how to apply UDI at all levels of the educational institution 3333QuestionsHave you noticed similar concerns in your institution/country?

How have these been addressed? 34

34This project was funded by

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35Adaptech Research NetworkAuthorsNatalie Martiniello, Maria Barile,Jillian Budd, Mai N. Nguyen, Catherine S. Fichten36

36InformationNatalie Martiniellonmartiniello@dawsoncollege.qc.ca

Maria Barilembarile@dawsoncollege.qc.ca

Adaptech Research Networkwww.adaptech.org

To download this presentation:http://dc160.dawsoncollege.qc.ca/adapt2/Presentations/MartinielloAQICESH2012.pdf

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