Research question #1 examined students’ perceptions of their disability-related needs and existing institutional services. Demographic information was collected to consider potential differences in perceptions of services among sub-groups. Other survey questions asked students to rate various aspects of disability services and provide open-ended feedback about their perceptions of services and recommendations for improvements. Survey responses were the primary source used for examining the first research question.
Overall, the study found that students are very satisfied with their disability-related services, interactions, and experiences at Butler County Community College. Nearly 87% of students who are registered for services visit their disability service professional at least once each semester and 35% visit three or more times, suggesting that those registered for services are generally using them. Students rated their interactions with their disability service provider at a 93% or greater approval rating on each of 10 included competency areas of service. Students rate the utilization of their accommodations in classes and the accessibility of campus facilities (main campus and off-campuses) at a similarly high level. Experiences and interactions with instructors were rated at an approval level of 89% or greater on six included competency areas. Most responses to open-ended items reflected positive comments and appreciation for services and interactions at BC3. When asked what improvements could be made to services, interactions, and
experiences, over half (56%) of the responses indicated that services should continue as they currently exist. These results appear to differ from similar studies, where students expressed more dissenting comments towards the availability of disability services, their interactions with disability service providers, and their negative interactions with faculty. Some of the literature even goes so far as to demonstrate colleges’ and universities’ efforts to block the availability of disability-related accommodations and cite aversions to having students with disabilities in college classrooms (Davis, 2015).
Various suggestions for improvements were noted through open-ended survey responses. The lowest ratings of various services and students’ experiences are also noted as possible improvement areas. First, when rating disability-related accommodations, several students cited note-taking accommodations as an area of concern. Students noted that some instructors were not able or declined to provide notes from lectures, while others cited concerns with the availability of tools and resources used by the Office of Access and Disability Resources for students needing note-taking as an accommodation. Students also noted instructors’ inclusion of a statement about disability services or disability-related accommodations on their syllabus as a potential improvement area. Students indicated that slightly more than one-third (39%) of instructors include such a statement as part of their syllabus.
Several concerns were noted regarding instructors’ implementation of accommodations and familiarity of the process of implementing disability services. Two comments noted a lack of understanding of how to provide test accommodations and note-taking accommodations and cited instances where instructors were surprised by receiving requests for accommodations. Difficulties of students with their instructors was widely noted within the review of literature, noting that many faculty are not trained educators and fail to see the need for accommodating disability-related
needs, but further, have never received any formal training in working with students with disabilities (Grasgreen, 2014; Rao & Gartin, 2003). Over 65% of students also feel that more information about disability services should be made available to students, particularly, what services are available and how to maximize students’ use of services. It was suggested that more clarity be communicated about who is eligible for services, with some students not understanding that they are technically eligible for disability services. Finally, several students noted the need for additional tolerance, understanding and flexibility for students with disabilities from faculty and staff. Comments referenced concerns regarding discretion, acceptance, and disability stigma. This notion was also widely referenced within the literature, particularly regarding the climate of campuses towards students with disabilities, students’ perceptions of the level of acceptance they felt, and how this adversely impacts students’ continued enrollment (Harbour & Greenberg, 2017).
At main campus, 70% of students reported that their disability impacts their continued enrollment in some manner, as opposed to just over 50% at off-campus locations. The reasons for this impact vary, relating to either disability-related challenges or to motivational perseverance. Most reasons listed related to disability status as a positive motivator on enrollment, but this disparity is worth further examination.
It is important to reinforce that though numerous areas for improvement and further consideration are noted within this section, responses and comments were largely favorable. It is also important to note that potential improvement areas from survey responses within this dissertation are fairly consistent with improvement areas referenced in the literature, such as studies by Scott (2019), Newman and Madaus (2015), and the Association on Higher Education and Disability (n.d.).
5.1.1 Practical Applications
The analysis of survey responses provide notable findings and potential action items. Data and initial findings will be shared and discussed with colleagues within the Office of Access and Disability Resources to challenge existing service levels and discuss improvement areas. Synthesis of data, analysis, and findings to practical applications is essential for strengthening and improving services.
Survey responses indicated a need to include a disability-related statement on course syllabi. Comments also suggested that some faculty may not be fully aware of the processes involved with disability services or the proper contacts for questions and concerns. Additional comments suggested the need for a more supportive approach from some faculty and staff towards students with disabilities. A very simple action step could be to send an email reminder to all faculty prior to the start of each semester containing a sample statement to be used within syllabi by instructors relative to the availability services and accommodations. The inclusion of a statement about disability services could help to provide a supportive introduction to classes and show students with apprehension that the instructor recognizes the need for accommodations by some students. This email could also remind faculty that they will be working with students with disabilities, that these students comprise an essential portion of students at BC3, and to suggest a supportive approach to working with students with various disabilities. The email should be written in a professional, but personable and supportive manner, in which support is offered to instructors who may need assistance working with students with disabilities, or even have a disability of their own. This email would also regularly remind staff of the resources available for the Office of Access and Disability Services and who to contact. As syllabi must be submitted
help encourage or even require the inclusion of a disability statement in every syllabus. This is a very simple way to help improve upon a number of concerns noted within students’ responses.
From the survey, students highlighted many strengths and expressed significant appreciation relative to experiences and interactions with their disability-related needs. Positive feedback included academic achievement, relationships with faculty and staff, services and resources, accommodations, and the support received as a student with a disability. This feedback provides first-hand accounts of the benefits to registering for and more diligently utilizing disability services. As 65% of students indicated that more information should be made available to students about disability-services, testimony from students currently utilizing services could be powerful. The strengths noted within survey responses provide an opportunity to publicize disability services and address a need to provide additional information to students, particularly at main campus, where only 80% of students knew that disability accommodations were available upon enrollment to BC3, as opposed to 90% at off-campus locations.
These are only two examples of many more practical implications expected from the sharing of data and analysis relative to this study.