Assistive Technology in Higher Education

Background

Colleges and universities are serving an increasing number of diverse students, including learners with disabilities. An estimated 11% of undergraduate and 7% of graduate students attending college report having a disability. The largest enrollments are among students with learning disabilities, attention deficit hyperactivity disorders and returning veterans with newly diagnosed disabilities. Of these students, 21.9% had mental illness or related disorders, 25.4% had physical disabilities, 17.3% had health impairments, 11% had attention deficit disorder, 7.5% had a learning disability, 5% had hearing impairments, 3.8% had visual impairments and 7.8% were listed as other disabilities (National Center for Education Statistics, 2008). In the past, higher education served primarily individuals with sensory or mobility needs, however these data represent a student population with a wider range of disabilities, many who have “hidden” or cognitive disabilities (Horn & Berktold, 1999).

The Government Accountability Office (2009) reported an increasing number of students with autism, medical conditions and returning veterans with traumatic brain injury, post-traumatic stress disorders and mobility impairments. Another population expected to grow will be students with intellectual disabilities seeking a non-degree program focusing on life and functional skills. Growing numbers of students with invisible learning disabilities led to a focus on individual learner strengths and compensation for limitations (Scherer, Sax, Vanbiervleit, Cushman & Scherer, 2005; Peterson-Karlan & Parette, 2005). The introduction of accommodations that focus on characteristics is a more person centered approach since regardless of diagnostic labels, individuals with disabilities may experience other limitations, vary in functioning levels, and need different supports across settings.