Requesting Classroom Accommodations: Self-Advocacy and Conflict Resolution Training for College Students with Disabilities

By Palmer, Charles; Roessler, Richard T. | The Journal of Rehabilitation, July-September 2000 | Go to article overview

Requesting Classroom Accommodations: Self-Advocacy and Conflict Resolution Training for College Students with Disabilities


Palmer, Charles, Roessler, Richard T., The Journal of Rehabilitation


In 1996, approximately six percent of the students enrolled in postsecondary educational institutions had disabilities (National Clearinghouse on Postsecondary Education for Individuals with Disabilities, 1998). According to the National Center for Education Statistics (1999), college students with disabilities have traditionally reported sensory (visual or hearing loss) or orthopedic conditions. But the National Center (1999) also noted that, given advances in medical, educational, and environmental technologies, students with a variety of other types of disabilities including learning and neuromuscular impairments have enrolled in and successfully completed higher education programs.

In studying the ways in which a wide variety of impairments are dealt with in postsecondary institutions, Brinckerhoff, Shaw, and McGuire (1993) identified multiple accommodations ranging from special housing and equipment to notetakers, tape recorded lectures, readers, scribes, and interpreters. Moreover, the legal requirement to provide academic accommodations challenges student services professionals to generate an ever increasing range of accommodations for students with disabilities. Unfortunately, research indicates that young adults with disabilities enrolled in postsecondary education have little understanding of accommodations or of effective ways to implement their civil rights (Carroll & Johnson-Bown, 1996). In a study of college students with disabilities at fifteen colleges across eight states, Thompson (1993) found significant deficits in the knowledge of disability rights in a majority of the participating students. Other researchers have reported that many college students with disabilities need assistance in dealing with complex social interactions such as the `request and negotiate' demands in the accommodation situation (Chavez, 1984; Evenson & Evenson, 1983; Wall & Culhane, 1991.

Knowledge and skill deficiencies are not the only factors limiting students' success in requesting accommodations. Institutional resistance is a critical environmental condition making it more difficult for students with disabilities to request accommodations. Although more than 20 years have passed since the publication of Section 504 regulations and nine years have passed since the enactment of the Americans with Disabilities Act (ADA), higher education, like many other social systems, continues to struggle with implementing policies for providing reasonable accommodations (Tucker & Goldstein, 1995). Heyward, Lawton and Associates (1995) stated that a struggle is underway between service providers and institutions of higher education over compliance with federal regulations and proper implementation of accommodations for students. Unfortunately, students with disabilities are frequently the casualties of this conflict (Heyward et al., 1995). Therefore, self-advocacy and conflict resolution training is an important intervention to offer college students with disabilities.

Recently developed educational materials and instructional programs define reasonable accommodations and the procedures for requesting them (Rumrill, Roessler, & Brown, 1994; Thompson & Bethea, 1996). Unfortunately, few, if any, training programs are available that delineate the sequence and timing of conflict resolution behaviors when disputes occur. The student with a disability must not only be educated in the procedures of requesting accommodations, but must also be provided the tools to resolve the inevitable differences of opinion that occur in the absence of clear accommodation policies.

The intervention evaluated in this study, Self-Advocacy and Conflict Resolution Training (SACR), addressed both the communication (self-advocacy) and negotiation (conflict resolution) skills that students need to implement their rights to accommodation in the educational process. In the SACR training program, students received information about academic barriers and reasonable accommodations; they were provided information detailing the protection they can expect from civil rights laws as well as the responsibilities expected of them; they received training in social competence skills for self-assertion and self-advocacy; and they practiced situational conflict resolution strategies. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Requesting Classroom Accommodations: Self-Advocacy and Conflict Resolution Training for College Students with Disabilities
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.