Model components of program services' administration for students with disabilities in historically Black United States colleges and universities: Deducing proactive sensititivity from reactive discrimination

A causal-comparative methodology was used to study the institutional responses of historically Black colleges and universities (HBCUs) to the 1990 Americans with Disabilities Act (ADA) and to Section 21 of the 1992 amendments to the 1973 Rehabilitation Act. The purpose of the study was to explore whether HBCU institutions provide program services to students with disabilities differently from other colleges. College administrators of 24 four-year public and private HBCU institutions were queried on the program services that have been developed for students with disabilities. College administrators of 32 four-year public and private traditionally White institutions (TWIs) served as the control group. The premise of this study was that HBCU institutions understand the phenomenon of race and disability discrimination due to their history of having to deal with racial discrimination and thus are most effective in providing program services to students with disabilities.;The study reaffirmed the need for institutions to provide a variety of services to students with disabilities. The study revealed the following percentages of significant availability to the 50 broad categories found in the program services section of the instrument from HBCU respondents: workshops and seminars (for students), 6 of 8 items; academic accommodations, 9 of 12 items; living accommodations, 1 of 1 item; admission assistance, 2 of 7 items; support services, 4 of 7 items; scholarships/financial support, 7 of 10 items; and referral to other sources, 3 of 3 items.;Second, the study highlighted the need for the availability of more adaptive equipment for students with disabilities. HBCU institutions provided only 5 of 22 of the adaptive equipment items listed on the instrument.;Third, despite a high percentage rate (19 of 19 items) of availability, the philosophy/mission statements of the offices for students with disabilities at HBCU institutions should be evaluated annually for updates/revisions that reflect the constant changes in the types of disabilities of students at the college. This evaluation could also serve to expand the research regarding services for students with disabilities.;Fourth, HBCU institutions have educated faculty regarding their responsibilities in servicing students with disabilities. The study revealed that faculty performed five of six faculty participation items listed on the instrument.