Advising New Students with Disabilities: Challenges and Opportunities

MaryBeth Walpole; Jay Chaskes

doi:10.24926/jcotr.v19i1.2777

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Published

2011-12-01

Issue

Vol. 19 No. 1 (2011)

Section

Feature Articles

License

Copyright of all articles published in JCOTR belong to the author(s) and are published under a CC BY-NC license.

How to Cite

Walpole, M., & Chaskes, J. (2011). Advising New Students with Disabilities: Challenges and Opportunities. Journal of College Orientation, Transition, and Retention, 19(1). https://doi.org/10.24926/jcotr.v19i1.2777

Advising New Students with Disabilities

Challenges and Opportunities

MaryBeth Walpole

Jay Chaskes

DOI: https://doi.org/10.24926/jcotr.v19i1.2777

Keywords: Students With Disabilities (SWD), physical, cognitive, challenges, transition, first-year, culture, laws, Americans with Disabilities Act (ADA), Family Education Rights and Privacy Act (FERPA), disclosure, self-advocacy

Abstract

This study focuses on students with disabilities' (SWD) transition to and experiences in college using both quantitative and qualitative data. SWD report similar levels of interaction with advisors and faculty, despite the additional contact that accommodations typically require. SWD also persist at lower rates than do their non-disabled peers. On campuses, SWD must contend with decisions about disclosure, seeking accomodations, self-advocacy, college bureaucracy, and time management. Recommendations are to include disabilities as one aspect of campus diversity within orientation programming and created orientation programs specifically designed for SWD and their parents.

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