Affiliations: Virginia Commonwealth University, Rehabilitation
Research and Training Center on Workplace Support, 1314 West Main St., P.O.Box
842011, Richmond, VA 23284-21011, USA. Tel.: +1 804 828 1851; Fax: +1 804 828
2193.
Abstract: 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.
Keywords: post-secondary education, students with disabilities, post-secondary transition, higher education access, academic adjustments, services for students with disabilities, employment outcomes
