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Why did we explore the experiences of students with disabilities?
Data from the UC system-wide climate survey (2011) revealed less favorable outcomes for students with disabilities. As part of UCLA’s action plan for improvements, SAIRO was tasked with conducting a qualitative study to further explore the experiences of students with disabilities at UCLA. Interviews addressed areas of climate, challenges and difficulties, sources of support and recommendations from the students regarding potential changes to programs and services. Students discussed their individual experiences as well as how they perceived and understood the attitudes, behaviors, and standards of faculty, staff, administrators and other students. This brief explores in more detail findings related to academic resources as well as other sources of support for students with disabilities on campus.
What did we find?
Several key findings emerged from the analysis:
• Support services provided by the campus are critical in promoting the academic success of students with disabilities. In particular, the services provided by the Office for Students with Disabilities (OSD) were cited as an important academic resource.
• Continuity of mental and physical health care is a concern and potential stressor for students. Counseling and health center staff play a critical role in helping smooth these transitions.
• Faculty and teaching assistants (TA’s) who are attuned to the needs of students with disabilities can be an important source of support.
• Friends and peers on campus are an important source of social support, and also sometimes provide instrumental support and needed resources.
How can the findings inform practice?
This brief results in several implications for practice. First, the frequency at which students identified the OSD as a resource suggests the importance of the OSD in their campus experience. However, variations in the extent to which students felt free to access those services suggest the importance of continuing resource allocation and support to expand and improve upon existing services. Similarly, the importance of the Arthur Ashe Student Health and Wellness Center (Ashe Center) and Counseling and Psychological Services (CAPS) in providing continuing or new services for students living with disabilities is important in meeting students’ needs for customized care and support at UCLA. The stories students shared suggest the importance of continuing to provide and improve upon services. Finally, given the importance of peers and friends, it is important that UCLA continue, and strive to improve upon, students with disabilities’ access to social activities on campus. It is important that all students are able to form friendships and relationships with their peers in order to persist and succeed in college. As also supported in SAIRO’s Challenges and Recommendation brief, being mindful of the difficulties and needs of these students in coordinating social events could potentially help foster their social life on campus.
Did you know you can request access to the data used in this report?
Use SAIRO's Data Request Form to get started on your own analyses.