Inclusive Practices in Institutions of Higher Education: Transition and Post-Secondary Planning

Inclusive Practices in Institutions of Higher Education: Transition and Post-Secondary Planning

Beverly Sande
Copyright: © 2022 |Pages: 20
DOI: 10.4018/978-1-7998-7359-4.ch011
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Abstract

In this chapter, the author will highlight some of the hurdles students with disabilities (SWDs) face in institutions of higher education (IHEs) and share some recommendations on how best faculty and staff can support SWDs matriculating through their programs and graduate on time with a baccalaureate degree. The author addresses concepts such as resilience, deficit models, instructional roles (instructor versus facilitator), myths, and misconceptions of working with SWDs, social justice, advocacy, public policy reform, and inclusive models for IHEs. In this chapter, the author approaches these concepts by illustrating the social justice notions related to identity and access to IHE as experienced by SWDs. The author considers whether institutions perceive some programs as unsuitable for some SWDs or whether SWDs perceive some courses as inaccessible, hence not worth pursuing.
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“In special education, there's too much emphasis placed on the deficit and not enough on the strength.” ‑Dr. Temple Grandin

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Typical Myths And Misperceptions

Students With Disabilities Cannot Cope With the Rigor of Higher Education Coursework

Students with disabilities (SWD), when provided appropriate accommodations, can perform just as well as their non-disabled peers. Students who were able to meet the rigor of high school can meet college and university education rigor. To adequately meet college/university requirements, SWD need accommodations that will give them access to the academic content. Accessibility may be achieved by a variety of means, such as provision of notes and lecture recordings, preferential seating, more time on assignments and tests. However, if a student requires modifications, the responsibility falls to the student and those providing assistance to ensure the course material is accessible and the student will participate like their peers successfully. Instructors must not discourage students from specific fields of study if they meet admission requirements/qualifications, assuming that their disability will impact their performance.

Universities and College Instructors Will Alter Course Work for Students With Disabilities

Universities do not alter coursework or degree requirements, but they can enlist the disability support service offices to ensure that barriers are removed to offer SWD an equal opportunity to participate in post-secondary educational options (Thomas, 2000). Under Title II of the ADA, the US Department of Education's Office of Civil Rights has established the basic requirement that all higher education institutions must ensure that all programs, services, and facilities be accessible to or usable by persons with disabilities (Battle, 2004). Accommodations for SWD do not include eliminating assignments, changing assignments, altering enrollment policies, or altering graduation requirements (Battle, 2004). The ADA law does not require a fundamental alteration in the program or services; it does not require an alteration that would require an undue financial or administrative burden on the institution (Battle, 2004). Hart et al. (2010) emphasize the need for instructors to maintain the rigor of college-level work and courses and not to minimize what is expected for SWD.

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