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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