Efficacy of Support Services for Learners with Disabilities Distance Education Technology Symposium 2008 Susan Moisey, CDE

Students with Disabilities Individuals who are disadvantaged by reason of any verifiable and persistent physical, learning, cognitive, sensory, psychological, neurological, or temporary impairment that may affect their academic progress (Athabasca University, Policy for Students with Disabilities, 2000)

Office for Access for Students with Disabilities (ASD) Established professional staff; 2 support staff Growing numbers served

Students Served by ASD

Course accommodations accommodation to timing of course alternative format

Exam accommodations accommodation to timing of examinations assistance with presenting questions and recording answers environmental changes alternative format

External support Provision of professional support from outside university, e.g., academic strategist, interpreter Non-professional support, e.g., note-taker, support worker

Assistive technology assessment procurement of equipment liaison with funding sources training

Research Questions Does the course completion rate of students with disabilities differ from that of the general Athabasca University undergraduate population? What is the relationship between course completion and factors such as type of disability and type(s) of services received?

Types of disabilities 42%Physical disabilities or chronic illness 18%Learning disabilities 16%Psychological conditions 4%Vision loss/blindness 2% Hearing impairment/deafness 18% Undetermined 100% n = 654

Types of Disabilities

Completion Rate 50.8 %Physical disabilities 54.4Learning disabilities 51.5Psychological conditions 46.3Vision loss/blindness 69.3 Hearing impairment/deafness 44.1 Undetermined 50.6 % Overall General AU population = 59.5 – 66.6%

Services Received Type%Sig. Extension59%.21 Alternate format 2%.23 Exam – time55%.01* Exam – writing28%.02*

Services Received Type%Sig. Exam - environment 28%.07 Exam - Alternate format 2%.23 External support professional 3%.61 External support non-professional 2%.51

Services Received Type %Sig. Level Assistive Tech - assessment 8%.21 Assistive Tech - procurement 8%.19 Assistive Tech - funding 8%.21 Assistive Tech - training 7%.14

Course Extensions (n = 384) Hearing71%.43 Learning61%.09 Physical73% (202).01* Psychological74%.85 Visual71%.99

Exam time accommodations (n = 363) Hearing50%.57 Learning72% (86).01* Physical70%.36 Psychological51%.90 Visual71%.15

Exam writing accommodations (n = 182) Hearing14%.51 Learning39%.43 Physical38% (104).04* Psychological12%.31 Visual61%.68

Assistive Tech – Training (n = 47) Hearing 0% Learning11%.12 Physical 9%.11 Psychological 7%.83 Visual11%.76

Findings Students with disabilities have a lower completion rate than students in the general AU population Certain types of services appear to be more effective than others for enhancing course completion – course extensions - physical disabilities -- exam time accommodations - learning disabilities -- exam writing accs. – physical disabilities

Contact Susan Moisey Centre for Distance Education Athabasca University