Barriers in Higher Education for Persons with Handicaps: A Continued Challenge.

Autor/inn/en	Stilwell, William E.; und weitere
Titel	Barriers in Higher Education for Persons with Handicaps: A Continued Challenge.
Quelle	(1981), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Accessibility (for Disabled); Ancillary School Services; College Admission; College Students; Disabilities; Educational Counseling; Educational Facilities Improvement; Health Facilities; Hearing Impairments; Higher Education; Orientation; Parking Facilities; Physical Disabilities; Private Colleges; School Surveys; Special Health Problems; State Colleges; State Surveys; Student Needs; Two Year Colleges; Visual Impairments; Kentucky + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Accessibility; Zugänglichkeit; Hochschulzugang; Hochschulzulassung; Zulassung; Collegestudent; Handicap; Behinderung; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; Gesundheitszentrum; Hearing impairment; Hörbehinderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Orientierung; Physical handicap; Körperbehinderung; Privathochschule; Zivilisationskrankheit; Visual handicap; Sehbehinderung
Abstract	The degree to which Kentucky's public and private colleges and junior colleges are meeting the needs of persons with handicaps was evaluated. A 23-item questionnaire was sent to the state's 57 higher education institutions, and 45 responded. The findings are discussed in relation to admission and orientation procedures; social barriers; and architectural barriers for students in wheelchairs, students with visual handicaps, students with auditory handicaps, and students with systemic-neurological handicaps. Among the findings are the following: 86.7 percent of the schools admit all applicants regardless of their disability; about half have no written policy concerning students with handicaps, and the majority of schools use flexible admission policies; most of the schools have various types of human service programs for students with handicaps, including specially designated counselors and special facilities or activities; only 11 schools have no special arrangements for students with handicaps; there are numerous architectural barriers for students in wheelchairs; 75.6 percent have designated parking for the handicapped, and 16 schools have ramps to all buildings; 60 percent have viable volunteer services to support the visually impaired; and lecture halls typically have no microphones or regular loudspeaker system. Changes from an earlier assessment in 1973 (an eight-year period) are noted, along with a number of areas for which immediate, low-cost changes and long-range, more expensive changes can be made. Among these recommendations are to employ persons with handicaps to help increase awareness among the university community and support an active human services program. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC