Accessibility, Self-Advocacy, and Self-Efficacy of Students With Disabilities in the 21st Century University

Introduction

In the Individuals with Disabilities Education Act of 2001 (IDEA), Congress stated:

As increasing numbers of diverse learners with special needs attend college, including those with hidden disabilities, this statement rings truer and more urgently than ever. Beyond what colleges and universities are required to provide in terms of appropriate academic adjustments deemed necessary to prevent discrimination against students with disabilities, much more remains to be done. This chapter begins by presenting the public policy and research literature on teaching students with disabilities in higher education, how it differs from teaching in K-12 public education, and documents the main challenges they face in transitioning from secondary to postsecondary education. The chapter next details the services and support offered by colleges to guide students with disabilities, then outlines the essential developmental skills higher education must offer in order to equip these students for their post-college roles and responsibilities. Of critical importance to students with disabilities is acquiring self-advocacy and self-efficacy tools to support their learning, and embracing the dignity of risk.

The objective of “Accessibility, Self-Advocacy, and Self-Efficacy of Students with Disabilities in the 21^st Century University” is to acknowledge the significant changes in providing accessibility though the implementation of key legislation while at the same time focusing on the changes needed in policies, practices, and perceptions to reduce barriers obstructing the full inclusion of individuals with disabilities into higher education and society at large.

Background

There is considerable American federal legislation relevant to accessibility and disability in educational programs. According to the Individuals with Disabilities Education Act of 2004 (IDEA), each school-aged child with a disability is entitled to a “free and appropriate public education” (FAPE) from the age of three until high school graduation. In the case of students with more significant disabilities, this resource can be available until the age of 21. Throughout this period, parents have a voice in their child’s education. Section 300.8 of the regulation of the IDEA of 2004 lists disabilities which are considered possible reasons for providing accommodations or modifications to a child’s education. These are: (a) autism, (b) deaf-blindness, (c) deafness, (d) emotional disturbance, (e) hearing impairment, (f) intellectual disability, (g) multiple disabilities, (h) orthopedic impairment, (I) other health impaired, (j) specific learning disability, (k) speech or language impairment, (l) traumatic brain injury, or (m) visual impairments.

Many secondary students with identified disabilities are assigned an Individualized Education Program under the regulations of the IDEA of 2004, or a 504 Plan under the regulations of Section 504 of the Rehabilitation Act of 1973. A team of parents, teachers, evaluators, and other school personnel work together to write the IEP, which suggests accommodations that provide the best education for the child. The IEP includes current levels of functioning, goals to be reached during the year, and adaptations or modifications needed to help the child reach those goals. Section 504 does not require an IEP, but does ensure that the child with a disability has equal access to an appropriate education. Both the IDEA of 2004 and Section 504 of the Rehabilitation Act of 1973 were written to ensure equal access to education for every child from kindergarten to twelfth grade, including those with disabilities.