Date of Award
Doctor of Philosophy (PhD)
College of Engineering and Computing
Gertrude W. Abramson
Martha M. Snyder
Cordelia R Twomey
With the changing laws and effective integration of assistive technology into the classroom environment, students can have the provision of multiple means to complete their work with greater independence. In post secondary education, any student who discloses a sensory, cognitive, or physical disability is eligible to request and receive assistive technology and other services. When used correctly, assistive technology can help students with reading, writing, math, and communication skills. With a possible influx of students, disability support staff must be prepared and willing to meet the needs and address issues relating to students with disabilities. If their needs are not met, this student population may be left to face accessibility challenges that will hinder their academic success.
The goal was to make the college experience positive for all students by producing a resource guide for Disability Support Staff (DSS). This was accomplished by conducting an extensive literature review along with collecting data from DSS professionals from various community colleges within North Carolina. Analysis of the data resulted in recommendations on topics including, specific assistive technology solutions according to disability, training for students and faculty along with various outreach activities that can be used to increase awareness of services and accommodations provided by DSS.
Brenda DeLee. 2018. Assistive Technology Guidelines for Higher Education Disability Support Staff. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, College of Engineering and Computing. (1067)