BY ALEA AKERS, MARISSA LICEA & DAVID PHAN

JEDI Audit:
Academic Support
for Students with
Disabilities
HESA 502 | APRIL 26TH, 2023
Today's
Overview
JEDI Audit Overview
Purpose of Audit
Comparing Institutions in IL
Community College
Private Institution
Public Institution
Methods of Analysis
Findings of the Interview
Recommendations for Practice
JEDI AUDIT
OVERVIEW
Conducted on the disability services offices of three
different institutions, public, private and community.
The questions asked were to better understand how
each office does the following: outreach,
accommodation process, define disability, support
students who use or need to use their services, and
overall, inclusivity of the campus culture. Previous
research suggests that students have difficulty when it
comes to disclosing their disability. We wanted to
better understand how the campus and services work
together to tackle this issue. Interviews with individuals
who work at a public, private and community college
were conducted. The findings from these interviews
conclude that faculty support, accessibility/presentation
of information, and how/when information is presented
varies between the institutions. Due to the varying
accessibility of information for students and families,
students' willingness to self disclose and know how to
receive services impacts the students college
experience.
Purpose of
Audit
WHY RESEARCH DISABILITY RESOURCE
CENTERS?
Thinking of themes of equity, diversity and social justice, terms
that comes to mind to address these themes include
accommodation and accessibility. Relating to a higher education
lens, these terms are evident in an institution's disability resource
center in how they provide intentional support to students with
disabilities. We wanted to research how disability resource
centers of different institutions approach accommodation and
accessibility to students with disabilities to address how those
institutions can further advance their current processes to be
more intentional in their forms of support. Through doing so, we
address issues of equity, diversity and social justice in our findings
to suggest recommendations for practice moving forward.
Comparing Institutions in IL

Community Private Public

College Institution Institution
Community College
Information Available
A concern within
community colleges is
having hard to access DRC
websites or limited
information on the
websites. This can prevent
students from attempting to
access this resource
because it creates an
additional hurdle.
Connection to success
A study found a positive
correlation between
utilizing disability resources
and time spent engaging in
academics - which can lead
to better grades and overall
success
Private Institution
Design and
Implementation
Students with learning
disabilities are increasing in
rapid numbers, specifically
looking at students with
ADHD. A specified center
for ADHD was compared to
a disability service office. It
was found that specialized
centers were not any better
that offices dependent on
how services were provided
and both emphasized the
importance of strong
support systems.
Examining Academic
Accommodations
Students are provided a
transition plan when exiting high
school. The concern is low
retention and graduation rates.
Academic accommodations in
higher education are questioned
and misunderstood. Students
with disabilities perceptions,
experiences, attitudes, with
academic accommodations and
how that related to the success
or failure of their higher
education journey.
Assessing the
Knowledge Base of
Faculty
Many were less willing to
accommodate as they had
no prior experience. Some
indicated willingness to
accommodate in specific
areas. A large number of the
faculty were unaware of the
services office existed and
had little knowledge. As a
result the office implemented
a faculty education
component to its website.
Public Institution
Greater Impact of
Disability Stigma
Higher general student
population calls for a
greater community of
students with a disability,
resulting in more students
creating stigma around
ideas of accessibility and
accommodation in a
classroom setting due to
limited exposure
Stronger Connection
to Faculty
Connections to faculty as
discussed in robust process
allows for a collaborative
effort to be made between
faculty and students with a
disability. Faculty are
required to share aspects of
disability statements on the
first day of class to the
students
Robust and Efficient
DRC for Students
Public institution allows for
more support within
disability resource centers
in having additional hands
on deck to provide
intentional support and care
to students with a disability.
With years of experience,
DRC's build a robust and
efficient process
Methods of Analysis
Qualitative Study Structured Interview

1 Step 1 2 Step 2
Literature review of existing research to Interviews (notes or recorded interviews)
develop interview question

3 Step 3 4 Step 4
Responses analyzed; response similarities or Used the similarities and differences to
differences develop out the findings and
recommendations for practice
Interview Questions
1. What is your definition of disability/accommodation?
2. How many people are employed at your center/office? How many students do you serve in
providing accommodations?
3. What are the most common services provided to your students?
4. What questions are most frequently asked by new students?
5. Some research suggests that some students with disabilities choose to self-segregate
with other students with disabilities to help feel ‘safe’ on campus, while others avoid
sharing this part of their identity and choose not to network with other people with
disabilities. Do you see either of these trends play out on your campus? If so, do you see it
impacting the students' sense of belonging on campus?
6. For a variety of reasons, many students do not disclose their disabilities when attending
college. Does your office have any efforts in place to encourage more students to disclose
their disability?
7. Do students and their families generally know how to access accommodations for their
students? Do you see students and their families face challenges in accessing
accommodations? What is the biggest challenge for students accessing accommodations?
8. How do students request accommodations? How long does the process typically take from
the time the student first interacts with you to the time they begin receiving
accommodations?
9. What constitutes a student being eligible to receive accommodations?
10. What information is presented on your website that details the accommodation process?
11. How does the culture of your campus impact the way students gain accommodations?
12. What is the relationship between your office and the faculty of the institution to provide
support to students requesting accommodations?
Findings of
the Interview
 Access to
Services/Information
Being Presented
Similarities in common service provided;
Private Institution also included a "distraction
reduced environment"

Websites:
Community College and Public Institution had minimal
information
Private institution had robust website (step-by-step guides, lists
of available services)
 RK

Transfer of
Knowledge/Information
is Different Among
Schools
High School to College
In high school students who require accommodations had
an IEP or 504
Most accommodations are not feasible in a college
setting
Students/families believe that information carries over
Correct documentation
Stigma of identifying with a disability
Families tend to want to reach out for students, but the
student has to
Varied Forms of Support
from Institutional
Stakeholders
Social Community/Environment
Public institutions are more open in cultivating a space of inclusion for
students with disabilities as compared to community colleges or private
institutions
Private institutions have students who do not want to be associated with
their disability so they do not seek out resources or support
Stigma of disability is varied among institutions which impacts how
communal support can be shared for students with a disability

Faculty
Public institutions appear to be more collaborative in their efforts with
faculty and providing them with support as compared to community
colleges or private institutions
Few push back from faculty lens from community colleges or private
institutions where most will refer them directly to the centers
Recommendations
for Practice
Recommendation for Practice #1

Increasing Information

Increasing accessibility by having DRC websites

which are accessible on the college homepage

Improving the information available on the websites

to detail how accommodations can be received and
what accommodations are available
Recommendation for Practice #2

Outreach to Schools
Earlier
To help alleviate the misconception that accommodations roll
over and are guaranteed, universities can do the following:

Reach out to more high schools and offer "field days". where
prospective students can come and tour the campus
Have various virtual Q & A sessions that would align similarly
to orientation sessions
Build strong relationships with high school guidance
counselors to ensure outreach can be made and resources can
be directly given

Ensuring the same resources are being pushed out to high

schools can help with students in better knowing what is needed
to recieve accomodations and can have the opportunity to ask
individual questions prior to attending.
Recommendation for Practice #3

Increase Community
Engagement with
Faculty, Staff & Students
Normalize discussions of accessibility and accommodation on a department
level to trickle down to the community of the institution to build an inclusive
and brave space for students with a disability
Effectively outreach during orientation periods to showcase support to
students who may be seeking out this support
Attend class sessions to discuss resources offered to build a direct
connection with faculty, staff and students
Hold support group sessions or seminars to provide for students with a
disability the space to relate and understand their own sense of identity to
validate their feelings
Destigmatize opinions of disabilities on a institutional lens to build a culture
of equity, diversity, social justice, and inclusion
Provide intentional assistance to faculty navigating spaces of accessibility
and accommodation to ensure faculty feel empowered working with
students with a disability
 BY ALEA AKERS, MARISSA LICEA & DAVID PHAN

Thank you!

HESA 502 | APRIL 26TH, 2023