Assistive and Instructional Technology for College Students with Disabilities: A National Snapshot of Postsecondary Service Providers

Abstract

This study systematically addresses the perceptions of postsecondary service providers to students with disabilities—referred to as Disabled Student Service (DSS) providers—about assistive and instructional technology accessibility and delivery throughout postsecondary institutions in the United States. Results from this study indicate that DSS providers feel that both faculty and DSS providers have achieved a degree of awareness and knowledge of assistive technology (AT). However, the achievements in developing AT expertise are significantly lower than the importance assigned to possessing this knowledge. Costs of technology and upgrades were perceived as the greatest barriers while the expertise of DSS staff, student awareness/knowledge of AT, and administration's support and funding of AT were perceived as potential factors that might facilitate AT access. Recommendations and strategies are proposed for addressing these issues.