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An Academic Consultation Model for College Students with Disabilities (Practice Brief)

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Title: An Academic Consultation Model for College Students with Disabilities (Practice Brief)
Language: English
Authors: Button, Amy Lynn, Iwachiw, Jessica, Atlas, Jana G.
Source: Journal of Postsecondary Education and Disability. 2019 32(2):189-198.
Availability: Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: ahead@ahead.org; Web site: http://www.ahead.org/publications/jped
Peer Reviewed: Y
Page Count: 10
Publication Date: 2019
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Students with Disabilities, Academic Accommodations (Disabilities), Academic Support Services, Consultation Programs, Small Colleges, Consultants, Time Management, Individual Differences, Student Needs, Graduate Students, School Psychology, Study Skills, Undergraduate Students, Notetaking, Reading Comprehension, Goal Orientation, Self Advocacy, Stress Management, Interpersonal Competence
Geographic Terms: New York
ISSN: 2379-7762
Abstract: This paper describes the academic consultation services offered to students with disabilities (SWD) at a small university. Each SWD is entitled to meet regularly with an academic consultant. The consultants are trained in offering a variety of services, including organization/time management, note-taking/reading comprehension strategies, goal setting, self-advocacy, stress management, school work, and social skills. They receive weekly supervision, but are given much freedom to determine the content of sessions. This paper examines the specific activities addressed within sessions of six academic consultants who met with a total of 33 SWD. Four patterns of consultation were observed. With some students, consultants focused primarily on one activity (i.e., either schoolwork or organization/time management). With others, multiple areas were addressed regularly (i.e., shifting between schoolwork and interfering needs or shifting among several areas). Patterns were not consistent for students with similar disabilities. Similarly, consultants addressed different activities with different students. Thus, the consultants appeared to focus on students' specific needs, which is a key feature of this model. It is suggested that academic consultants can be important resources for students, especially when support is provided at the individual level.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1228957
Database: ERIC
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  Data: An Academic Consultation Model for College Students with Disabilities (Practice Brief)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Postsecondary+Education+and+Disability%22"><i>Journal of Postsecondary Education and Disability</i></searchLink>. 2019 32(2):189-198.
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  Data: Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: ahead@ahead.org; Web site: http://www.ahead.org/publications/jped
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  Data: This paper describes the academic consultation services offered to students with disabilities (SWD) at a small university. Each SWD is entitled to meet regularly with an academic consultant. The consultants are trained in offering a variety of services, including organization/time management, note-taking/reading comprehension strategies, goal setting, self-advocacy, stress management, school work, and social skills. They receive weekly supervision, but are given much freedom to determine the content of sessions. This paper examines the specific activities addressed within sessions of six academic consultants who met with a total of 33 SWD. Four patterns of consultation were observed. With some students, consultants focused primarily on one activity (i.e., either schoolwork or organization/time management). With others, multiple areas were addressed regularly (i.e., shifting between schoolwork and interfering needs or shifting among several areas). Patterns were not consistent for students with similar disabilities. Similarly, consultants addressed different activities with different students. Thus, the consultants appeared to focus on students' specific needs, which is a key feature of this model. It is suggested that academic consultants can be important resources for students, especially when support is provided at the individual level.
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 189
    Subjects:
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Academic Accommodations (Disabilities)
        Type: general
      – SubjectFull: Academic Support Services
        Type: general
      – SubjectFull: Consultation Programs
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      – SubjectFull: Small Colleges
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      – SubjectFull: Consultants
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      – SubjectFull: Time Management
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      – SubjectFull: Individual Differences
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      – SubjectFull: Student Needs
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      – SubjectFull: Graduate Students
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      – SubjectFull: School Psychology
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      – SubjectFull: Study Skills
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Notetaking
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      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Goal Orientation
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      – SubjectFull: Self Advocacy
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      – SubjectFull: Stress Management
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      – SubjectFull: Interpersonal Competence
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      – TitleFull: An Academic Consultation Model for College Students with Disabilities (Practice Brief)
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