Disability Services

Flexible Supports for College Success Presented by Maria Paiewonsky, Ashley Luce*, and Luke Saint-Amour, this webinar covered topics such as supported education, student engagement in college classes, determining accommodation needs, campus resources, and intensive supports. The presentation emphasized the importance of determining the appropriate level of support for student engagement and satisfaction in college classes. It included information on typical classroom supports, academic accommodations, educational coaching, and peer mentoring.

This resource from the Australian Disability Clearinghouse on Education and Training shares a helpful list of effective accommodations (or what they call reasonable adjustments) for college students with intellectual disability. This easy read version is meant to assist students in considering accommodations that may assist them in the classroom.

A new population of college students is emerging on campuses across the United States: students with intellectual and/or developmental disabilities (IDD). With this new and growing population of college students, an important question persists: are their health and wellness needs being identified and met? The authors concluded that research on this unique population should continue, and the etiology of health and wellness issues of college students with IDD should be established to develop and implement evidence-based programing.

This Fast Fact #13 examines data from the model demonstration projects focused on how many college students with disabilities access the Disability Supports Office (DSO), and what services they receive from the DSO. The findings suggest that more students are requesting services from the DSO, in general, with higher numbers being reported from 2-year institutions of higher education (IHE) than 4-year IHEs. 

This table outlines seven critical areas where Disability Services and program staff need to work together, and lists appropriate roles and responsibilities for each office.

This video shows effective accommodations for disabilities that include learning disabilities, attention deficits, autism, and others that are not readily apparent.

This White Paper is written by the Executive Committee members of the Association on Higher Education and Disability (AHEAD) and provides an introductory statement that shares the organization's perspective on higher education for students with intellectual disabilities, and provides facts for postsecondary institutions related to PSE for students with ID.  It also includes Key Disability Services Issues, in a question and answer format.

The Association on Higher Education And Disability (AHEAD) presents this conceptual framework to support appropriate practices in providing seamless access through equal treatment and the provision of accommodations. This revised guidance is necessitated by changes in society’s understanding of disability, the 2008 amendments to the Americans with Disabilities Act, and the updated regulations and guidance to Titles II and III of the ADA.