An analysis of instructional accommodations and assistive technologies used by postsecondary graduates with disabilities

Abstract

The objective of this study was to examine the range of instructional accommodations and assistive technologies used by postsecondary graduates with disabilities. Based on the rationale that such information can provide important information regarding "inputs" of a measured outcome, in this case, successful graduation from a postsecondary institution, the findings of this study will help us to better understand the nature of supports that may facilitate persistence among postsecondary students with disabilities. Using a structured-interview approach, postsecondary graduates (N = 139) were asked to identify instructional accommodations and assistive technologies provided to them in secondary and postsecondary settings. Findings of this study show that generally, instructional accommodations and assistive technologies are provided at much higher rates at the postsecondary level. With regard to users of assistive technology, the majority of graduates indicated that they accessed and learned to use the technology by themselves or with the assistance of a family member. Study findings also suggest that graduates were generally satisfied with the types of instructional accommodations and assistive technology supports provided to them at the postsecondary level.

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