Americans with Disabilities Act Mesa College Self-Evaluation Study.

Autor/inn/en	Armstrong, William B.; Lewis, Mary; Neault, Lynn C.
Institution	San Diego Community Coll. District, CA. Research and Planning.
Titel	Americans with Disabilities Act Mesa College Self-Evaluation Study.
Quelle	(1997), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Accommodations (Disabilities); Accessibility (for Disabled); Assistive Devices (for Disabled); Community Colleges; Compliance (Legal); Educational Resources; Faculty Development; Focus Groups; Institutional Evaluation; Self Evaluation (Groups); Staff Development; Student Attitudes; Teacher Attitudes; Two Year Colleges + Suchen Sie Ihr Suchwort? Accessibility; Zugänglichkeit; Community college; Community College; Bildungsmittel; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Personnel development; Personalentwicklung; Schülerverhalten; Lehrerverhalten
Abstract	In 1997, the San Diego Community College District conducted a self-evaluation study of Mesa College to assess its compliance with the Americans with Disabilities Act (ADA). Ten focus groups discussed their knowledge and views of the ADA. Findings for the Student and Disabled Student Group indicated that while there was a general lack of awareness of special needs and available services for individuals with disabilities; students did acknowledge certain instructional accommodations. Administrators demonstrated knowledge of programmatic and instructional accommodations and declared a commitment to informing staff of ADA policies. Staff held divergent views, with some staff feeling that most provisions of the ADA had been accomplished, while others noted areas in need of improvement. Staff training and campus reviews were advocated. The Student Services and Disabled Student Programs and Services Department Staff felt the need for continuous discussion of access issues and greater classroom space. The faculty acknowledged the instructional accommodations made, and were aware of the employment regulations of the ADA. The college police and the special admit programs believed that there was architectural accessibility for the disabled. Site compliance officers corroborated the aforementioned observations, but felt the need for improved access to information. (YKH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC