Americans with Disabilities Act: Miramar College Self-evaluation Study.

Autor/inn/en	Armstrong, William B.; Lewis, Mary; Neult, Lynn C.
Institution	San Diego Community Coll. District, CA.
Titel	Americans with Disabilities Act: Miramar College Self-evaluation Study.
Quelle	(1996), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Accommodations (Disabilities); Accessibility (for Disabled); Administrator Attitudes; Assistive Devices (for Disabled); Community Colleges; Compliance (Legal); Employee Attitudes; Focus Groups; Program Effectiveness; School Surveys; Student Attitudes; Teacher Attitudes; Two Year Colleges + Suchen Sie Ihr Suchwort? Accessibility; Zugänglichkeit; Community college; Community College; Arbeitnehmerinteresse; Schülerverhalten; Lehrerverhalten
Abstract	In compliance with the 1990 Americans with Disabilities Act (ADA) and as part of an effort to evaluate staff development and disability education efforts, the colleges in California's San Diego Community College District undertook focus group evaluations of key campus constituents in fall 1996. At the district's Miramar College, focus groups were held with students, disabled and not, administrators, general staff, student services and Disabled Services Program and Services staff, faculty, business office employees, special admissions programs staff, and district site compliance officers. Surveys were sent to potential participants prior to focus group dates to help stimulate discussion, which centered on participant perception of program access, program eligibility, classroom practices and curricula, access to computers and information technology, and employment accommodations, where appropriate. Results from the groups suggested that awareness varied tremendously among college personnel. As expected, those working directly with disabled individuals were more likely to know of available services, accommodations, and barriers than other staff. Participants with little knowledge of ADA tended to focus on concrete issues, such as ramps and interpreters, while those more familiar with the legislation also talked about abstract elements of access. There was general consensus that the college had taken steps to ensure architectural and academic access to programs and services. (BCY)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC