Literature on postsecondary disability services

A call for research guidelines

Bibliographic Data

ID12975623
AuthorsJoseph W Madaus (0000-0003-0248-0629, University of Connecticut, corresponding author), Nicholas Gelbar (0000-0002-7734-2207, University of Connecticut), Lyman L Dukes, Adam R Lalor (University of Connecticut), Allison Lombardi (0000-0002-7254-8820, University of Connecticut), Jennifer Kowitt (University of Connecticut), Michael Faggella‐Luby (0000-0002-9735-2293, Texas Christian University)
Year2016
Volume11
Issue2
Pages133-145
Publication date2016-09-15
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Diversity in Higher Education (JOURNAL)
Journal identifiersISSN: 1938-8934 • E-ISSN: 1938-8926
PublisherAmerican Psychological Association (PUBLISHER • US)
DOI10.1037/dhe0000045
OpenAlexW2520819864
LanguageEN
Citations received10

Support services for students with disabilities is now a distinct field of practice in higher education, with a significant increase in the number of students receiving services, programs to serve them, and professionals who oversee the programs. The field has professional and program standards, a code of ethics, and a disability service specific professional organization. Correspondingly, an extensive corpus of professional literature has emerged. However, though the research base has great breadth, it lacks significant depth, has poor sample and setting descriptions, and lacks methodological rigor. The result is that there is insufficient evidence spelling out what practices work with which students and in which settings. Guidelines intended to steer future research could have significant impact upon scholars conducting research and, subsequently, higher education. The present article describes the current state of the research base and proposes future directions to guide research

Higher education · Medical education · Political science · Postsecondary education · Disability Education and Employment · Medicine · Psychology

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Open DOIOpen Access