Accommodations at UNO; What You Don’t See Stephanie Hengen, M.S. & Adam D. Weaver, Ph.D. Means, Standard Deviations, and Correlations for SAMY Subscales and Reported Use of Services Note. n = 164. Internal consistency estimates for SAMY subscales shown on diagonal in parentheses. *p <.05. Abstract Method (cont’d) Results (cont’d) Figure 4. Year of Registration. At the primary and secondary levels, students with disabilities receive supports by law through Individualized Education Programs (IEPs) and 504 Plans. However, students with disabilities at the post-secondary level are typically required to self-identify and request supports independently (Getzel and Thoma, 2008). This poster describes the demographics of students registered with the Accessibility Services Center at the University of Nebraska-Omaha in the Spring of 2016. Procedure The survey was piloted with 5 students registered with the Accessibility Services Center. Feedback assisted in re-wording and reordering of the items. The survey was distributed to 771 students who were registered with the Disability Services Office (response rate = 19.5%). The survey was open for four weeks. At one week intervals, reminder emails were sent to students asking them to complete the survey. Students were informed that participation was not required in order to continue accessing Accessibility Services Center. Introduction In order to register and receive accommodations with the Accessibility Services Center at UNO, students must: Self-identify as having a disability/diagnosis Provide medical or educational documentation of the disability/diagnosis Attend an interactive intake meeting to create accommodation plan During the interactive intake, the student and staff member develop an accommodation plan to best fit the needs of the student. After accommodation plans are made, they are emailed to the student’s professors. Results Figure 5. Referral Sources. Figure 1. Academic Year of Diagnosis. Figure 6. Additional Services Utilized by Participants. Method Setting & Participants Participants included 150 under-graduate and graduate students (Table 1). Recruited from students who were registered with the Accessibility Services Center (ASC) at the University of Nebraska-Omaha (UNO). Materials Demographics and descriptive survey items regarding use of accommodations and services at UNO were sent to students registered with the Accessibility Services Center. Survey distributed via Qualtrics. Figure 2. Duration of disability. Table 1: Participant Characteristics Duration of Diagnosis   Characteristics Frequency Percent Gender Male 56 37% Female 87 58% No Response 7 5% Age 19 – 21 42 28% 22 – 24 24 16% 25 – 27 19 13% 28 – 30 12 8% 31 – 33 8 34 – 36 3 2% 37 – 39 5 3% 40 and over 21 14% Ethnicity White/Caucasian 97 65% Black/African American 14 9% Hispanic/Latino 4 Other 10 7% Asian American Indian/Alaskan Native Native Hawaiian/Pacific Islander 1 1% Class Standing Freshman Sophomore 27 18% Junior 43 29% Senior Graduate Student 6 4% Figure 7. Most Frequent Accommodations Figure 3. Disability Type Reported by Participants. References Getzel, E. E., & Thoma, C. A. (2008). Experiences of college students with disabilities and the importance of self- determination in higher education settings. Career Development and Transition for Exceptional Individuals, 31(2), 78-84.