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As a result of the increasing number of students with disabilities entering post-secondary education, disability support services offices across the nation are faced with providing more varied and specialized services (Henderson, 1999; Stodden, 2001). Yet there is a limited body of knowledge within the postsecondary education and disability field on what services and specific accommodations are appropriate under various conditions (Eichhorn, 1997; NCSPES, 2000). Amid this changing postsecondary environment, students with disabilities frequently feel overwhelmed, resulting in low retention and graduation rates (Getzel, Stodden, & Briel, 2001; Wille-Gregory, Graham, & Hughes, 1995). Further research is needed on the types of supports provided and their impact on the educational outcomes of students with disabilities, as well as on the various models of service delivery. One such model is a supported-education model for students with disabilities. Students served through this model typically have significant obstacles and life-skill issues (e.g., medication management, personal assistance services, financial assistance, time management) to overcome in order to successfully complete their education. Current supported-education models designed over the past decade have focused on students with psychiatric disabilities or attention deficit disorders (Loewen, 1993; Pettella, Tarnoczy, & Geller, 1996; Unger, 1998) and have not been fully integrated into postsecondary education support systems.
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