1. Katherine C. Aquino, Ph.D. Rosemary Osso, M.S.
Investigating the Self-Identification of Disability Status for the
Non-Traditional Student Population
Katherine C. Aquino, Ph.D.
Rosemary Osso, M.S.
Investigating the Self-Identification of Disability Status for the Non-Traditional Student Population

2. Katherine C. Aquino, Ph. D. Rosemary Osso, M.S.

3. Learning Outcomes Learning Outcome 1 Learning Outcome 2
Learn about policies related to disability and self-identification process in higher-education setting
Review newly developed disability survey
Discuss how self-identification is captured within postsecondary environment and how data point is used for non-traditional student population
Discuss how self-identification is captured within postsecondary environment and how data point is used for non-traditional student population

4. Introduction
Largest minority group within the United States (U.S. Department of Labor, n.d.)
One in ten college students has a documented disability (Synder & Dillow, 2015)
Variation in postsecondary experience, including disability-based stigmatization (Maranzan, 2016; Ryan, 2011; Sachs & Schreuer, 2011)
Higbee, J. L., Katz, R. E., & Schultz, J. L. (2010). Disability in higher education: Redefining mainstreaming. Journal of Diversity Management, 5(2), 7.
Miskovic, M., & Gabel, S. L. (2012). When numbers don’t add up and words can’t explain: Challenges in defining disability in higher education. International Journal of Multiple Research Approaches, 6(3),

5. Structure: Disability & Higher Education
Accommodations and support are driven by the self identification process
Higher education disability support deviates from K-12 advocacy structure
Documentation is support accommodation use (accurate, available, timely)

6. Literature Review Disability in Higher Education
Higbee, J.L., Katz, R.E., & Schultz, J.L. (2010). Disability in higher education: Redefining mainstreaming. Journal of Diversity Management, 5(2), 7.
Miskovic, M., & Gabel, S.L. (2012). When numbers don’t add up and words can’t explain: Challenges in defining disability in higher education. International Journal of Multiple Approaches, 6(3),
Higbee, J. L., Katz, R. E., & Schultz, J. L. (2010). Disability in higher education: Redefining mainstreaming. Journal of Diversity Management, 5(2), 7.
Miskovic, M., & Gabel, S. L. (2012). When numbers don’t add up and words can’t explain: Challenges in defining disability in higher education. International Journal of Multiple Research Approaches, 6(3),

7. Student Disability Profile
Undergraduate students enrolled in postsecondary institutions, by disability status.
% Students with Disability
% Students without Disability
Percentage of Students
11.1
88.9
Sex
Male
43.7
42.9
Female
56.3
57.1
Race/ethnicity
American Indian/ Alaska Native
1.2
0.9
Asian
4.0
5.8
Black
17.6
15.9
Hispanic
14.9
16.2
Pacific Islander
0.7
0.5
Two or More Races
3.6
2.9
White
58.0
57.9
Age
15 to 23
45.3
57.6
24 to 29
18.8
18.4
30 or older
35.8
24.0

8. Disability, Age, & Education
“Disability rates are higher among persons with lower levels of education and that individuals with disabilities have lower levels of employment than persons who do not have disabilities” (NCES, 2017, para. 1)
Spectrum of disability – pre-existing, traumatic, age-related
Unidentified disabilities are common among older students who did not benefit from better identification of disabilities (McCleary-Jones, 2007)
Older students are less likely to identify themselves as having a disability than younger students, but are more likely to self-report than younger students (Van Noy, Heidkamp, & Kaltz, 2013)
Deggs (2011) identified three types of barriers for adult learners: (1) intrapersonal, (2) job and career related, and (3) academic
Students with disabilities have also been more likely to enroll in community colleges versus other postsecondary institutions. Among students with disabilities, an estimated 54 percent were enrolled at community colleges (Raue & Lewis, 2011), compared to 36 percent in the student population as a whole (Knapp, Kelly-Reid, & Ginder, 2011).

9. Adult learners with self-identified disability are not seen in the literature (Ross-Gordon, 2011)
Several reasons to enter higher education as an adult learner – Did disability pause entry into PSE? (Merriam, & Cunningham, 1989)
Variation by program type
Identifying the Gap
Disability self-identification rates for NT programs
(This is different than CC literature)

10. Identifying the Need Exploration on new data point
More information = more informed programs
“Education and awareness is essential to help faculty and staff identify and better serve older students with unidentified disabilities” (Van Noy, Heidkamp, & Kaltz, 2013, p. 6)
Support, advocacy, scheduling, connecting to OSS
Identifying the Need
Exploration on new data point

11. Adult Learner Self-Identification Ability Survey (ALSAS)
Proposed Tool:
Adult Learner Self-Identification Ability Survey (ALSAS)
Current form – 21 questions identifying student characteristics and disability history

12. Survey Content & Themes
Perceived Difficulties
Current limitations
Self-Identification
As per federal guidelines
Identification in K12, HE, work
Use of Accommodations
Need for accommodations
Use of accommodations
Discrmination
Restrictions based on disability

13. Instrument Validation Time Frame
Expert Review
Focus Group
Pretesting
Internal Consistency

14. Group Review & Areas for Improvement
Current Question Set
Areas for Expansion
Specifics on Disability Type(s)
Identification of age-related, preexisting, and/or traumatic disability type
Is this data necessary?
How would you use this data for your program improvement?
Deployment

15. Future Use Partnerships Collaborations Data Exploration

16. References
Deggs, D. (2011). Contextualizing the perceived barriers of adult learners in an accelerated undergraduate degree program. The Qualitative Report, 16(6), Maranzan, K. A. (2016). Addressing mental illness stigma in the psychology classroom. Psychology Learning & Teaching, 15(3), McCleary-Jones, V. (2007). Learning disabilities in the community college and the role of disability services departments. Journal of Cultural Diversity, 14(1), Merriam, S. B., & Cunningham, P. M. (1989). Handbook of Adult and Continuing Education. The Jossey-Bass Higher Education Series. Jossey-Bass Inc., 350 Sansome Street, San Francisco, CA National Center for Education Statistics. (2017). Disability rates and employment status by educational attainment. Retrieved from National Center for Education Statistics. (2016). Digest of Education Statistics, 2015 ( ) Ross-Gordon, J. M. (2011). Research on adult learners: Supporting the needs of a student population that is no longer nontraditional. Peer Review, 13(1), 26. Ryan, J. (2011). Access and participation in higher education of students with disabilities: Access to what? Australian Educational Research, 38, Sachs, D., & Schreuer, N. (2011). Inclusion of students with disabilities in higher education: Performance and participation in student’s experiences. Disability Studies Quarterly, 31(2), Synder, T. D., & Dillow, S. A. (2015). Digest of Education Statistics 2013 (NCES ). United States Department of Labor. (n. d.) Diverse perspectives: People with disabilities fulfilling your business goals. Retrieved from Van Noy, M., Heidkamp, M., & Kaltz, C. (2013). How are Community Colleges Serving the Needs of Older Students with Disabilities? National Technical Assistance and Research Center to Promote Leadership for Increasing the Employment and Economic Independence of Adults with Disabilities.