Planting the Seeds of Success: Advising College Students with Disabilities

Tracy M. Knight, Syracuse University

Introduction

Higher education is progressively becoming a viable option for an increasing number of non-traditional students. Due in part to legal affirmation and evolving educational practices, individuals with disabilities are among the growing number of minority populations who are diversifying college campuses across the nation (Nutter & Ringgenberg, 1993). The number of students with disabilities attending postsecondary education institutions in the United States has tripled since 1978 (Willie-Gregory, Graham, & Hughes, 1995).

The degree of success that students with disabilities experience is, in part, predicated on the quality of academic advisement. Prior to the college experience, most individuals with disabilities function in regimented, extrinsically controlled, highly supportive environments (Dalke & Schmitt, 1987). Transition into higher education settings presents a new set of challenges. Students are expected to function autonomously, meet higher academic standards, maintain a balance between personal freedom and obligations, glean vast amounts of information from various sources, and, generally, function independently (Brinckerhoff, Shaw, & McGuire, 1992; Hildreth, Candler-Lotven, & Macke, 1994).

In order to facilitate a successful college venture, a plethora of services and organizations have been established and cataloged for student use at various institutions of higher learning. The following guide for students with disabilities is intended to serve as a supplemental advising tool, outlining general considerations that will empower students with disabilities to access their full potential and function effectively as independent members of any university community.

A Guide for Students with Disabilities

To the student:

As an individual, you have unique abilities, talents, needs, and past experiences. This makes it impossible to assign a uniform set of considerations to you and other students. However, research has yielded a general set of factors and potential obstacles related to the success of students with disabilities in higher education settings. Among them are: (a) self-knowledge, (b) self-advocacy ability, and (c) knowledge of rights and responsibilities (Carroll & Bown, 1996; Feldmann & Messerli, 1995; Willie-Gregory, Graham, & Hughes, 1995). Each of these factors will be described in this guide.

Self-Knowledge

From the time you enter college, you need to function as your own expert and advocate on issues related to disability. Faculty, staff, and peers will look to you for information. Many individuals have had limited experience working with a student with a disability and may consequently operate under stereotypical or false misconceptions (Cox & Klas, 1996; Hodge & Preston-Sabin, 1997). It is hazardous to allow faculty and staff to make blanket assumptions concerning your disability because characteristics and suitable accommodations differ among individuals. It is your responsibility to intervene and attempt to dispel any fallacies by functioning as a teacher, as well as a student.

Some of you have had considerable professional guidance and academic experience allowing you to readily articulate significant facts about your disability. Yet, it is not uncommon for individuals with newly acquired disabilities or those who have relied heavily upon alternate networks for support to lack substantive instructional information. At the very least, you should be able to articulate the type of disability you have, resultant learning characteristics, strengths, and limitations. In cases where your self-knowledge is limited, it is suggested that you review existing, or obtain, relevant professional documentation and receive an in-depth consultation from qualified personnel as to its implications. Additionally, it would be helpful for you to generate a profile of your learning style, study-skills strategies, study habits, customary accommodations, and needs based upon your past experiences and perceptions. The knowledge base resulting from the profile, coupled with professional documentation, forms the foundation for successful self-advocacy.

Self-Advocacy

Self-advocacy requires that you take steps in enhancing the education process by making your specific needs and desires known and advocating for changes to obtain desired results (Gadbow & Dubois, 1998; Turnbull & Turnbull, 1997). This includes active participation on your behalf in requesting accommodations, program planning, establishing and maintaining rapport with faculty and staff, and conflict resolution. Individuals perceive the process of self-advocacy differently based upon their beliefs about dependency, labels, stigma, and self-acceptance (Barga, 1996; Hourihan, 1980). It takes tremendous courage to disclose information about your disability, yet it is necessary in order to acquire services.

Keep in mind that you were accepted into the university because you have demonstrated academic competency needed to successfully complete your chosen academic program. You are not required to advocate for charity, rather for the guaranteed and necessary tools with which to access your true potential as a student. Furthermore, many of the obstacles you may encounter are those that students without disabilities must resolve, as well. An effectual academic community is characterized by interdependence. Your role at the university is that of an active participant and not simply a recipient.

Rights and Responsibilities

As previously mentioned, depth of student knowledge regarding rights and responsibilities is also an integral component of successful academic experiences. Those of you who are entering the university system for the first time need be aware of the differences between legislation that governs secondary education and higher education. The Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973 are the main governing bodies of legislation that provide support and protection to individuals with disabilities in higher education settings. As a result of these laws, you have the right to participate fully in all university programs and activities. In order to do so, you also have the right to request and receive reasonable accommodations, support services, and auxiliary aids. More importantly, legislation mandates that the university ensure the confidentiality of your records that are to be disseminated to those directly involved in providing services to you. In turn, you are responsible for disclosing the fact that you have a disability and providing relevant documentation supporting that claim. Additionally, you are responsible for requesting, utilizing, and evaluating accommodations and services.

The prospect of disclosing personal information, requesting services, and adjusting to the academic and personal changes may seem overwhelming. However, record numbers of individuals with disabilities are successfully negotiating these obstacles utilizing appropriate support services (Skinner & Schenck, 1992; Smith & Nelson, 1993). There is support available to assist you in managing challenging tasks. It is important that you take advantage of such opportunities. Good Luck!

References

Barga, N. K. (1996). Students with learning disabilities in education: Managing a disability. Journal of Learning Disabilities, 29, 413-421.

Brinckerhoff, L. C., Shaw, S. F., & McGuire, J. M. (1992). Promoting access, accommodations, and independence for college students with learning disabilities. Journal of Learning Disabilities, 25, 417-429.

Carroll, A. & Bown, C. E. J. (1996). Disability support services in higher education: An extension of the rehabilitation process. Journal of Applied Rehabilitation Counseling, 27, 54-59.

Cox, D. H. & Klas, L. D. (1996). Students with learning disabilities in Canadian colleges and universities: A primer for service provision. Journal of Learning Disabilities, 29, 93-97.

Dalke, C. & Schmitt, S. (1987). Meeting the transition needs of college-bound students with learning disabilities. Journal of Learning Disabilities, 20, 176-180.

Feldmann, E. & Messerli, C. (1995). Successful transition: The student's perspective. At, Reaching to the future: Boldly facing challenges in rural communities. Conference Proceedings of the American Council on Rural Special Education, Las Vegas, NV.

Gadbow, N. F. & DuBois, D. A. (1998). Adult learners with special needs: Strategies and resources for postsecondary education and workplace training. Malabar, FL: Krieger.

Hildreth, B. L., Candler-Lotven, A., & Macke, R. A. (1994). College as a transition option for students with learning disabilities. Paper presented at the Annual National Conference of the American Council of Rural Special Education, Austin, TX.

Hodge, B. M. & Preston-Sabin, J., Eds. (1997). Accommodations or just good teaching: Strategies for teaching college students with disabilities. Westport, CT: Praeger.

Hourihan, J. P. (1980). Disability: The college's challenge. New York: Columbia University Press.

Nutter, K. J., & Ringgenberg, L. J. (1993). Creating positive outcomes for students with disabilities. New Directions for Student Services, 64, 45-58.

P. L. # 101-336, Americans with Disabilities Education Act of 1990, 101, 42 U. S. C.

P. L. # 93-112 , The Rehabilitation Act of 1973. 29 U. S. C. 791.

Skinner, M. E. & Schenck, S. J. (1992). Counseling the college-bound student with a learning disability. The School Counselor, 39, 369-376.

Smith, D. J. & Nelson, J. R. (1993). Factors that influence the academic success of college students with disabilities. Paper presented at the Annual Convention of the Council for Exceptional Children, San Antonio, TX.

Turnbull, A. P. & Turnbull, H. R. (1997). Families, professionals, and exceptionality: A special partnership. Columbus, OH: Prentice Hall.

Willie-Gregory, M., Graham, J. W., & Hughes, C. (1995). Preparing students with learning disabilities for success in postsecondary education. Transitionlinc, Spring 1995, 1 -7.


Tracy M. Knight is assistant professor, Teaching and Leadership Programs, at Syracuse University and can be reached at tmknight@syr.edu or (315) 443-9651.

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Published in The Mentor on May 17, 2000
On the Web at www.psu.edu/dus/mentor/
Copyright 2000 Center for Excellence in Academic Advising
Division of Undergraduate Studies
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