As each wave of students with disabilities breaks ground in higher education, colleges and universities adjust accordingly, with the federal government mandating better access and services through legislation. Administrators and faculty are now seeing a new generation of people with disabilities on campus––they arrive in higher education with knowledge that the law is on their side, ready to learn or work on any campus that is right for them, whether or not the campus itself is ready.
EDITORS NOTES 1Wendy S. Harbour, Joseph W. Madaus
1. The History of Disability Services in Higher Education 5Joseph W. MadausIn an overview of the field of disability services and how it developed,
current issues that may shape the future of the profession are discussed.
2. Collaboration Strategies to Facilitate Successful Transition of Students with Disabilities in a Changing Higher Education Environment 17Donna M. Korbel, Jennifer H. Lucia, Christine M. Wenzel, Bryanna G. AndersonUsing examples from the University of Connecticut s disability services
office, the authors provide ideas for collaborating to improve services,
especially for first–year students with disabilities.
3. Disability Services Offices for Students with Disabilities: A Campus Resource 27Rebecca C. CoryThis chapter provides basic disability services terminology and procedures,
including the process of providing disability services, explaining
how campuses may need to go beyond legal compliance to address
4. Harnessing the Potential of Technology to Support the Academic Success of Diverse Students 37Dave EdyburnUniversal design for learning is a process of designing curriculum for
the maximum diversity of students, an approach that can be maximized
through the use of technology.
5. UReturn: University of Minnesota Services for Faculty and Staff with Disabilities 45Dave Fuecker, Wendy S. HarbourThe University of Minnesota s Disability Services office also serves
faculty and staff with disabilities and chronic health conditions.
6. Legal Challenges and Opportunities 55Salome HeywardThree examples from recent legislation and the courts show how campuses
must continually respond to compliance issues that are emerging
at state and federal levels.
7. Responding to and Supporting Students with Disabilities: Risk Management Considerations 65Anne Lundquist, Allan ShackelfordWith campuses reacting to high–profile cases involving students with
significant psychiatric disabilities, this chapter instead recommends a
more thoughtful proactive approach that reflects the needs of students,
disability services professionals, and the institution as a whole.
8. College Students with Disabilities: A Student Development Perspective 77Wanda M. HadleyThe use of student development theory can provide greater understanding
of how college students with disabilities may evolve in their
identities and use of disability services.
9. Disability–Friendly University Environments: Conducting a Climate Assessment 83Robert A. Stodden, Steven E. Brown, Kelly RobertsCampus climate assessment tools can help guide policy and program
development for disability services and other units on campus.
10. Disability Studies in Higher Education 93Steven J. TaylorThe field of Disability Studies can provide insights into disability and
disability services, redefining what it means to be a person with a disability
in higher education.
Wendy S. Harbour is the Lawrence B. Taishoff Professor of Inclusive Education at Syracuse University, where she directs the Taishoff Center for Inclusive Higher Education.
Joseph W. Madaus is the Co–Director of the Center on Postsecondary Education and Disability and is an Associate Professor in the Department of Educational Psychology at the University of Connecticut.