| This study explored the emerging issues related to the use of information technology in 26 two-year colleges and 7 state colleges in the Minnesota State Colleges and Universities. The study was undertaken to add to the limited literature and knowledge surrounding the challenges students with disabilities confront in the postsecondary environment.; Two panels whose members participated in an online, 4-round Delphi method developed a validated list of issues related to students with disabilities and the increased use of information technology in the classrooms of higher education. Panel A, recruited from the literature, included experts on disability, accessibility, and accommodation. Panel B included members from the following Minnesota State Colleges and Universities system work groups: (a) faculty, (b) administrators, (c) disabilities specialists, (d) information technology personnel, and (e) library/media personnel.; Thirty-eight issues connected to disability, accommodation, and accessibility emerged were validated in this study by system stakeholders, who rated the relative importance or lack of importance of issue statements in the study. By the final round, Panel B achieved 100% consensus with 20 statements and 18 statements indicating moderate consensus. While no issue statement was designated as critical, neither was any statement rated a nonissue. Twenty-six of the statements relevant to the use of information technology, accessibility, and accommodations for students with disabilities were perceived and rated as "very important" by system participants, and 12 as "important."; The 4 issue statements rated as most important follow: (a) Equitable access to and accessibility of information technology can affect the participation and opportunity for students with disabilities in both education and employment; (b) faculty and administrators in higher education play an important role in creating nondiscriminatory environments in course planning, programming, organization policy and procedures; (c) the postsecondary system will fail to meet the needs of student with disabilities if technologies used on college campuses across the United States exclude these students; and (d) access to available technologies in higher education is essential to meeting the needs of students with disabilities.; The complete list of issues generated by this study could be drawn upon to enhance system planning, influence staff development, and reduce barriers to information technology for students with disabilities in postsecondary. |
