Implications for Professional Practice

From the notable findings within interview responses relative to research question #2, many implications for professional practice can be inferred. Explained below are three examples of possible action steps derived from interview data identifying strengths and improvement areas of disability services.

Given repeated suggestions for improvements related to experiences with faculty, it may be beneficial to further examine responses of student surveys and interviews in comparison with responses of a survey of faculty and staff. A survey would promote the importance of working

with students with disabilities and provide data of the perceptions and needs of faculty relative to their experiences with students with disabilities. The survey would also open communications to questions and communications, and lend to opportunities for professional development for all faculty and staff.

With the sudden shift to remote learning due to the COVID-19 pandemic, disability service providers may also consider remote-style facilitation of professional development opportunities for faculty and staff relative to supportively working with students with disabilities. Remote professional development would provide a higher level of convenience and flexibility, and allow faculty and staff from main campus and all off-campuses to participate. A certificate for becoming a “disability-supportive” staff member, similar to other professional development credentials, could be a consideration (and incentive) for participation in sessions of identified improvement areas.

A review of the processes for utilizing test accommodations and note-taking services at main campus and off campuses could also serve to address several noted concerns. At main campus, test accommodations are scheduled and administered in a fairly clear manner, but at off- campuses, inconsistencies for scheduling and granting accommodations may not be as supportive. Ensuring consistency of test accommodation request procedures, as well as assessment of distraction-free testing rooms and extended testing time procedures will further inform specific needs. Note-taking at six different campuses could also be a concern. Establishment of a list of approved note-taking methods and tools, which students could be given the option of choosing (depending on appropriateness to unique classroom settings), would provide students with ownership of their accommodation as well as the option to change methods if necessary.

Investigating these accommodations could also lead to discussions about the processes of other accommodations and about disability services in general.

Implications for virtual accommodations are also an area for further exploration. As many colleges had their first experiences with all-remote instruction during the second half of the spring 2020 semester due to the COVID-19 pandemic, disability service providers were forced to think creatively about the continuation of accommodations. Some disability-related needs became extremely difficult to accommodate, such as note-taking for synchronous instruction, facilitation of test accommodations, sign language interpreting, and reading accommodations for quickly- adapted course materials. Email, phone calls, texting, and virtual meetings became the norm for communications, but without a specific meeting place for students and disability service providers, some communications were less frequent. Considerations for additional tools and resources for remote disability services would benefit students if the need arises again in the future, as well as for students who typically take online classes in a normal semester.

Though the study included only students registered for disability services at BC3, implications may be of interest and value to other two-year post-secondary institutions as well as some four-year colleges and universities.

5.3 Summary

Overall, results of the survey and interviews reflect very positive perceptions and benefits of the services and resources provided by the Office of Access and Disability Resources, as well as disability-related experiences of students at BC3 in general. The study also provides insight into various improvement areas, producing initial ideas for action steps and improvement planning.

The data and analysis of the study provide a clear basis for discussions, further examination, and improvement planning.

Further research and examination of various aspects of disability services may strengthen or further inform implications of this study. The two examples noted within practical implications and professional practice suggest a need to survey faculty and staff, and to review processes involving test accommodations and note-taking services. Each suggestion would further inform identified improvement areas and generate wide-scale discussions about needs associated with disability services. Another significant consideration for further examination is the opportunity to promote disability services to students not registered with the Office of Access and Disability Resources. It is unknown how many students are disability eligible at BC3, who are not currently utilizing services and accommodations which could provide significant academic assistance. Use of the testimonial and findings from this study could help to demonstrate the benefits of services, promote a more inclusive campus culture, and encourage more students with disabilities to register with the Office of Access and Disability Resources.

Any opportunity to generate discussions about disability services can be of significant benefit to addressing areas for improvements. Discussions can heighten awareness to the need to work supportively with students with disabilities, inform of the primary resources and contacts for those not in regular contact, and open discussions about other need areas. Emails, surveys, and professional development sessions can prompt important discussions with faculty and staff.

Examples of practical applications and implications for professional practice are only a starting point for larger scale improvement planning involving students, staff, and services providers.