Disability and Campus Dynamics: New Directions for Higher Education, Number 154
July 2011, Jossey-Bass
Volume editors Wendy S. Harbour, Lawrence B. Taishoff Professor of Inclusive Education at Syracuse University, and Joseph W. Madaus, co-director of the Center on Postsecondary Education and Disability, assemble an introduction, and overview of disability services. Contributing authors examine campus case-studies, procedures and terminology, legal compliance and disability services for staff and faculty. The volume concludes with a broad view of disability itself and how its role as a part of campus diversity.
This is the 154th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher-education decision-makers on all kinds of campuses, New Directions for Higher Education provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
EDITORS’ NOTES 1
Wendy S. Harbour, Joseph W. Madaus
1. The History of Disability Services in Higher Education 5
Joseph W. Madaus
In an overview of the field of disability services and how it developed,
current issues that may shape the future of the profession are discussed.
2. Collaboration Strategies to Facilitate Successful Transition of Students with Disabilities in a Changing Higher Education Environment 17
Donna M. Korbel, Jennifer H. Lucia, Christine M. Wenzel, Bryanna G. Anderson
Using examples from the University of Connecticut’s disability services
office, the authors provide ideas for collaborating to improve services,
especially for first-year students with disabilities.
3. Disability Services Offices for Students with Disabilities: A Campus Resource 27
Rebecca C. Cory
This chapter provides basic disability services terminology and procedures,
including the process of providing disability services, explaining
how campuses may need to go beyond legal compliance to address
4. Harnessing the Potential of Technology to Support the Academic Success of Diverse Students 37
Universal design for learning is a process of designing curriculum for
the maximum diversity of students, an approach that can be maximized
through the use of technology.
5. UReturn: University of Minnesota Services for Faculty and Staff with Disabilities 45
Dave Fuecker, Wendy S. Harbour
The University of Minnesota’s Disability Services office also serves
faculty and staff with disabilities and chronic health conditions.
6. Legal Challenges and Opportunities 55
Three examples from recent legislation and the courts show how campuses
must continually respond to compliance issues that are emerging
at state and federal levels.
7. Responding to and Supporting Students with Disabilities: Risk Management Considerations 65
Anne Lundquist, Allan Shackelford
With campuses reacting to high-profile cases involving students with
significant psychiatric disabilities, this chapter instead recommends a
more thoughtful proactive approach that reflects the needs of students,
disability services professionals, and the institution as a whole.
8. College Students with Disabilities: A Student Development Perspective 77
Wanda M. Hadley
The use of student development theory can provide greater understanding
of how college students with disabilities may evolve in their
identities and use of disability services.
9. Disability-Friendly University Environments: Conducting a Climate Assessment 83
Robert A. Stodden, Steven E. Brown, Kelly Roberts
Campus climate assessment tools can help guide policy and program
development for disability services and other units on campus.
10. Disability Studies in Higher Education 93
Steven J. Taylor
The field of Disability Studies can provide insights into disability and
disability services, redefining what it means to be a person with a disability
in higher education.