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(2008). Hutcheon, E. J., & Wolbring, G. (2012). Cobb, B., Lehmann, J., Newman-Gonchar, R., & Alwell, M. (2009). Newman, L., Wagner, M., Knokey, A.-M., Marder, C., Nagle, K., Shaver, D., & Wei, X. Spooner, F., Baker, J. N., Harris, A. May, A. L., & Stone, C. A. Attitudes as a predictor of college students requesting accommodations. (2007). In higher education, students with disabilities play an active role in securing and utilizing academic accommodations. Heiman, T., & Shemesh, D. O. Barnard-Brak, L., Paton, V., & Sulak, T. (2012). Empowering students with severe disabilities: A case study. Trait attributions about college students with a physical disability: Circumplex analyses and methodological issues. Blackorby, J., Hancock, G. R., & Siegel, S. (1993, April). Stereotypes of individuals with learning disabilities: Views of college students with and without learning disabilities. Wehmeyer, M. L., & Palmer, S. B. (2011). Invisible scholars: Students with learning disabilities. (2008). B., Noonan, P. M., Ng, J., Clavenna-Deane, B., Graves, P., et al. Not logged in L. No. Jones, S. R. (2009). Cartledge, G., & Dukes, C. (2009). Weis, R., Sykes, L., & Unadkat, D. (2012). Universal design for instruction in postsecondary education: A systematic review of empirically based articles. Office of Disability Employment Policy. Inclusive pedagogy: Teaching methodologies to reach diverse learners in science instruction. The impact of academic accommodations on final grades in a postsecondary setting. (2011). (2011, April). Analyzing a college course that adheres to the Universal Design for Learning (UDL) framework. An increasing amount of institutions around the US are creating an office of accessibility in order to provide quality resources and 360-support for students with disabilities. (2014). “AccessDesign”: A two-day workshop for students with disabilities exploring design careers. A quest for website accessibility in higher education institutions. 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Allsopp, D. H., Minskoff, E. H., & Bolt, L. (2005). Universal Design for Instruction: A framework for anticipating and responding to disability and other diverse learning needs in the college classroom. Measuring university faculty attitudes toward disability: Willingness to accommodate and adopt universal design principles. Rao, S., & Gartin, B. C. (2003). Evans, B. Wehmeyer, M. L. (2005). Transformational tapestry model: A comprehensive approach to transforming campus climate. Dong, S., & Lucas, M. S. (2013). Discriminating among ADHD alone, ADHD with a comorbid psychological disorder, and feigned ADHD in a college sample. The process: Development of the revised AHEAD program standards and performance indicators. Debrand, C. C., & Salzberg, C. L. (2005). A. (1993). Many of these strategies will require cross-department collaboration and campus support, so having a “program advocate” can be extremely useful. Dukes, L., III. In J. C. Smart (Ed.). There are two major pieces of legislation that have impacted students with disabilities in the university setting. Halpern, A. S., Yovanoff, P., Doren, B., & Benz, M. R. (1995). Below, we outline 5 strategies that colleges and universities across the country can adopt to ensure all students have an equal chance at success in their higher education journey. Adaptation to college for students with and without disabilities: Group differences and predictors. Designing online instruction for postsecondary students with learning disabilities. Resources for College Students with Disabilities: Association on Higher Education and Disability (AHEAD) – AHEAD is a professional membership organization for individuals involved in the development of policy and in the provision of quality services to meet the needs of persons with disabilities involved in all areas of higher education. Simoncelli, A., & Hinson, J. In order to fully support students with disabilities, campus wide buy-in is crucial for successful implementation. Dunn, C., Rabren, K. S., Taylor, S. L., & Dotson, C. K. (2012). (2014). They also act as a campus expert on accessibility, offering services like captioning videos, providing demonstrations of assistive technology and software, and evaluating websites for accessibility. In J. C. Smart & M. B. Paulsen (Eds.). Alston, R. J., & Hampton, J. L. (2000). Encouraging the development of disability allies. (2010). Test-taking skills in college students with and without ADHD. Variables affecting students' decisions to dropout of school. (2015). Students with LD in higher education: Use and contribution of assistive technology and website courses and their correlation to students’ hope and well-being. Reconciling contradictions: Identity formation in individuals with giftedness and learning disabilities. Barnard-Brak, L., & Lan, W. Y. Mahjouri, S., & Lord, C. E. (2012). Elliott, M., Gonzalez, C., & Larsen, B. Black, R., Smith, G., Chang, C., Harding, T., & Stodden, R. (2002). Weber, M. C. (2001). Broadbent, G., Dorow, L. G., & Fisch, L. A. (2014). In J. F. Volkwein (Ed.). In W. S. Harbour & J. W. Madaus (Eds.). L. No. The documentation dilemma: Access and accommodations for postsecondary students with learning disabilities. (2014). Part of Springer Nature. A conceptual framework of self-advocacy for students with disabilities. (2008). Salzer, M. S., Wick, L. C., & Rogers, J. Predicting participation in postsecondary education for school leavers with disabilities. Objective criteria for classification of postsecondary students as learning disabled: Effects on prevalence rates and group characteristics. Learning disability documentation in higher education: What are students submitting? Hurtado, S., Alvarez, C. L., Guillermo-Wann, C., Cuellar, M., & Arellano, L. (2012). Reconceptualizing the model of multiple dimensions of identity: The role of meaning-making capacity in the construction of multiple identities. Community college students with learning disabilities: Evidence of impairment, possible misclassification, and a documentation disconnect. (2013). Lindstrom, W., Nelson, J. M., & Foels, P. (2013). Every public and private institution of higher education has an on office which focuses on supports, services and accommodations for students with disabilities. “How we know what we know”: A systematic comparison of research methods employed in higher education journals, 1996–2000 v. 2006–2010. Disproportionality of African American children in special education. Butler, D. L. (1995). Banerjee, M., Madaus, J. W., & Gelbar, N. (2014). Over 10 million scientific documents at your fingertips. (2010). Hitchings, W. E., Johnson, K. K., Luzzo, D. A., Retish, P., Hinz, C., & Hake, J. Luzzo, D. A., Hitchings, W. E., Retish, P., & Shoemaker, A. Perceptions of universal (instructional) design: A qualitative examination. University of Connecticut created a program called “REACHing Peers”, which is a three-fold mentoring program that includes: opportunities for prospective students with disabilities to connect with current students with disabilities on campus, mentor-mentee relationships for current students registered with the Center for Students with Disabilities (CSD), and linking current students with a network of CSD alumni for career prepartion.