1. 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 = 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 s 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 ed 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),