Sheryl Burgstahler, Ph.D. University of Washington

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2. Sheryl Burgstahler, Ph.D. University of Washington Services, Supports and Accommodations Role of Technology

3. Vision - Individuals with Disabilities Have: • access to technology that promotes positive academic and career outcomes • use technology in ways that contribute to positive outcomes • experience a seamless transition of availability of technology Burgstahler

4. Issues • Inadequate funding and knowledge • Lack of coordination between levels • Inaccessible computing environments Burgstahler

5. Implications • Ensure access to assistive technology at all levels and through transitions • Include students in purchase and support • Provide training to all stakeholders Burgstahler

6. Implications • Foster inter-agency collaboration • Promote the purchase of accessible technology in schools • Give students work-based learning opportunities that use technology Burgstahler

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8. Services, Supports and AccommodationsSupported Education Model Elizabeth Evans Getzel Virginia Commonwealth University

9. Outcome: Individualized Supports Students who received frequent and intensive services from the project were able to achieve their educational goal(s) as identified in their Academic Support Plan. Outcomes included passing a course or clinical, remaining at VCU or in their program of study, and passing state administered exams. Getzel

10. Outcome: Supported Education Model Preliminary findings indicate that intensity and frequency of service and support use, access to technology, and student persistence are strong predictors of student performance and outcomes. Getzel

11. Outcome: Multiple Disabilities Students who presented the most challenging support needs in the study were often those with multiple disabilities. These students had a number of life issues that needed to be addressed along with their educational support needs. Getzel

12. Outcome: Learning Disabilities A supported education model can benefit students with learning disabilities and attention deficit disorders. Students expressed a high level of satisfaction with the services and supports received through the model. Getzel

13. Outcome: Application to College Results from the study indicate that a supported education model can be incorporated into the spectrum of services provided on a university campus. Getzel

14. Outcome: Multiple Approaches Greater numbers of students with significant disabilities are entering postsecondary education which will require universities and colleges to create multiple approaches for service delivery on campus. Getzel

15. Outcome: Collaboration Enhanced collaboration between university and community services are needed to ensure that students with disabilities receive the needed services and supports to meet their educational needs. Getzel

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17. Services, Supports and AccommodationsProject Grad Michael Sharpe, Ph.D. University of Minnesota

18. Project Grad Summary Project Grad is a collaborative research effort conducted by NCSPES and the Nisonger Center of The Ohio State University Objective of the study: To examine instructional accommodations, assistive technology and employment outcomes of students that have graduated from postsecondary institutions Sharpe

19. Sample Characteristics • Preliminary results based on 94 graduates of postsecondary institutions across the United States • 48% reported chronological age between 18-24 and 30% between 25-34 with the remaining 22% over age 35 • 85% Caucasian, 6% African American, 6% Multiethnic, 2% Asian/Pacific Islander Sharpe

20. Sample Characteristics • 44% Male, 56% female • 30% SLD, 25% ADHD, 14% OHI, 12% Psych, 10% Orthopedic, 7% VI, 2% Speech, 1% HI Sharpe

21. Identification Data • 31% of participants indicated their disability was first identified at the postsecondary level • 74% reporting ADHD were first identified at the secondary and postsecondary levels • 62% reporting a Psychiatric Disability were identified at the secondary and postsecondary levels Sharpe

22. Instructional Accommodations Reading, Attention, and Listening were identified as the “top three” areas in terms of how disability impacted learning. Providing extra time for tests and assignments, a quiet learning environment and communicating instructional needs with instructors were the “top three” instructional accommodations used in the postsecondary setting. Sharpe

23. Instructional Accommodations (Cont’d) • 68% of participants indicated they were “Very Satisfied” with the instructional accommodations they received—1% indicated they were “Very Dissatisfied.” Sharpe

24. Assistive Technology • In general, most AT devices used by participants involved “low tech” options or commonly used technologies (e.g., scanner, talking books) • 38% of participants indicated they first learned to use AT at the postsecondary level Sharpe

25. Assistive Technology (Cont’d) • 75% of AT users indicated they “taught themselves” how to use the device • 42% of AT users indicated that their AT was most useful as a “student” Sharpe

26. Assistive Technology (Cont’d) • 14% of AT users indicated that they needed an assistive technology that was not provided to them and 11% indicated they were asked to use AT that they did not think they needed Sharpe

27. Employment Outcomes • 85% of participants indicated they were currently employed • 51% reported job titles consistent with Professional, Technical and Managerial Occupations Sharpe

28. Employment Outcomes (Cont’d) • 50% of participants indicated they were employed in a field related to their postsecondary studies • 78% of participants reported hourly earnings in the range of $6 to $12 per hour • 18% of participants indicated some level of dissatisfaction with their ability to discuss accommodation needs with their employer Sharpe

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