An investigation of service delivery models for the provision of academic accommodations to students with disabilities at public universities

The time has come for students with disabilities in postsecondary education to achieve parity with their non-disabled peers. In order to accomplish a level playing ground, Section 504 of the Rehabilitation Act of 1973 (Section 504) and the Americans with Disabilities Act of 1990 mandate that postsecondary institutions provide accommodations to qualified postsecondary students with disabilities. National studies have found that the numbers of postsecondary students with disabilities number between six and nine percent of all postsecondary students.; Literature in this area is largely undeveloped. Organizational theory suggests a human resource frame, which demands that the needs of all individuals be acknowledged in order for organizations to succeed. Both the culture and climate of postsecondary institutions may be changing to encompass greater acceptance of students with disabilities, although culture is more resistant to change. The rapid pace of technological advancements is likely to encourage the acceptance of students with accommodation needs, both through the creation of better auxiliary aids and as the impetus for new ways of thinking, such as the concept of “universal design.”; Six research questions were developed to ascertain the organizational structures through which postsecondary students are currently receiving services, and to attempt to assess the efficacy of these structures. A survey was completed by 43 professionals at large, public universities across the country and was followed by several interviews with disability services professionals.; Data analysis revealed the use of a disability center as the predominant model for the delivery of services to postsecondary students with disabilities, and indicated the availability of a slightly wider variety of accommodations and other assistance than at other institutions. It was determined that while comprehensive management policies are utilized in disability centers, they may not be fully integrated with institutional management policies. The use and importance of mission statements was also investigated. The efficacy of the disability service delivery models could not be determined, however, as institutions are only beginning to track retention and graduation rates for students with disabilities. Recommendations for practitioners and further research are included.