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• W92565963 abstract "This study summarizes an analysis of institutional policies for students with disabilities at 47 Canadian universities. The university policies were categorized in a topology according to their stage of completion which ranged from senate or board approved to nonexistent. Based upon a content analysis, the study revealed over 50 typical items included in disability policies across the country. From this review, a set of 11 variables was developed as a framework for higher education disability policy development and comparison. During the past two decades, Canadian universities have been challenged to respond to the diverse needs of students. Accommodations and service provisions for students with disabilities are an integral aspect of this changing environment. Notable initiatives and research impacting on Canada in this area include (a) increasing numbers of students with disabilities participating in higher education and impact of federal and provincial legislation and human rights codes amendments (Wilchesky, 1986), (b) creation of the National Educational Association for Disabled Students in 1986, (c) creation of campus specialized offices or coordinators for students with disabilities, (d) Canadian research on accessibility (Hill, 1992), hard of hearing and late deafened persons (Warick, 1992), students' perception of policy and faculty accommodations (Hill, 1994; Hill, 1996), (e) recommendation for the establishment of a national network of service providers in Canada(Drover, Emmrys, McMillan, & Wilson, 1993), (f) creation of the Canadian Special Interest Group of Disability Service Providers in AHEAD in the early 1980s, and the Canadian Association of College and University Student Services (CACUSS) in 1996 called the Canadian Association of Disability Service Providers in Post-Secondary Education (CADSPPE), (g) research on learning disabilities (Cox & Klas, 1996), psychiatric disabilities (Weiner & Wiener, 1996), academic adjustment (Fichten, Goodrick, Amsel, & Libman, 1989; Fichten, Goodrick, Tagalakis, Amsel, & Libman, 1990), (h) litigation regarding service provision (Howard v. University of British Columbia [March 3, 1993]) and guidelines for professional standards, (Jarrow, 1997; Madaus, 1997; Price, 1997; Shaw, 1997; Shaw, Madaus, & McGuire 1997), (i) the development of guidelines in 1997 for documentation of a learning disability in adolescents and adults by the Association on research on Canadian disability policy development (Cox & Walsh, 1997). Within this backdrop, institutions of higher education have developed comprehensive approaches for service provision for students with disabilities, The essence of this challenge is aptly described below: Universities are urged to develop written policies to ensure equal access by qualified students with disabilities to programs and to enable students to participate fully in the educational experiences offered by the university in a manner that will not jeopardize the academic standards or integrity of the programs offered by the institution. Similarly, the policies developed must not be too lenient so that students with disabilities, accepted into institutions, are placed at risk for failure (Hill, 1994, p.12). With the increasing participation of students with disabilities in university, several questions have been brought to the fore regarding course or degree modifications for students. Canadian universities have been responding to this challenge through the creation of institutional policies. For instance, in 1992, 8 of the 27 Canadian institutions surveyed had written policies that dealt with issues regarding students with disabilities on campus, while another 15% were in the process of drafting such regulations (Hill, 1994, p. 9). In a follow-up study two years later, the number of reported policies increased to 14 out of 21 institutions surveyed. Despite the increase in the number of policies, 60 % of students surveyed indicated their lack of awareness of these written policies (Hill, 1994). In 1997, the need for professional standards has been the current focus of disability service providers. It is clear at this time in our development as a profession, we need to establish professional standards for the delivery of service to students with disabilities... (Jarrow, 1997, p. 6). Interestingly, the first item in the AHEAD standards for professional practice is the development of program policies and procedures (Shaw, McGuire, & Madaus, 1997); and a guiding principle in the AHEAD Code of Ethics is postsecondary disability service providers are actively engaged in supporting and clarifying institutional, state, provincial, and federal laws, policies, and procedures applicable to the service delivery to students with disabilities... (Price, 1997, p. 39). In the present study, various types of institutional policies for students with disabilities at 47 Canadian universities were analyzed to ascertain the different variables included in disability policies. A second objective was to create a framework for the further development and analysis of disability policies." @default.
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• W92565963 title "Questions To Consider in Policy Development for Postsecondary Students with Disabilities." @default.
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