| Description |
The purpose of this phenomenological qualitative research study was to examine in-depth, the perceptions of accommodations and services received by students with disabilities while in higher education as well as explore how disability advisors on campus perceive and address their students' feedback. Data was collected from students and advisors at three higher education institutions via semi-structured interviews and surveys. Triangulation of data was implemented in this research study to ensure objectivity. This study aligns closely with the Constructivist theoretical framework. The data collection and analysis found that overall, the participants were highly satisfied with their disability advisors, the accommodations, and services they received while in higher education. However, they perceived that some changes were needed. It is still inconclusive about how disability advisors act on their student's feedback. Overall, the disability; advisors reported positive student feedback. The pandemic created some unexpected challenges and opportunities for disability advisors in terms of different accommodations that were now accessible to students such as remote attendance. However, some participants reported challenges with online learning. The disability advisors reported that students are facing a higher incidence of depression and anxiety because of the pandemic. The disability advisors went to great lengths to support their students and that agrees with the participants perspectives. In the future, it is important that disability advisors continue to collaborate with their students and other faculty to come up with additional ways to support their students in their academic success. |
