Every successful program needs someone to champion its cause. This also applies to programs for students with disabilities. It is upon this person's shoulders that responsibility falls for initiating the steps to bring disability programs to fruition at an institution. Support services are typically coordinated by this full-time staff member who is responsible for providing students with disabilities a variety of “academic adjustments” that are mandated under Section 504 of the Vocational Rehabilitation Act. Again, this law requires that post-secondary institutions make modifications to their academic requirements and ensure that they do not discriminate against a qualified student with a disability (Frank & Wade, 1993; Simon, 2001). These modifications may include appropriate academic adjustments such as the provision of course substitutions, adaptation of instruction methods, alternate exam formats, and modifications in the length of time for the completion of requirements; or the provision of auxiliary aids, such as taped texts, sign language interpreters, guide dogs, use of tape recorders, readers or writers, and access to adaptive technology (see Pavone & Rotatori, 1994). The individual who provides these core supports is often instrumental in linking students with disabilities with other support services on campus (e.g., writing laboratory, math tutorial, and academic development center) (Smith, 2004).
Obi, S.O. and Obi, S.L. (2006), "The Administrator's Role in Establishing Support Services for College Students with Disabilities", Obiakor, F.E., Rotatori, A.F. and Burkhardt, S. (Ed.) Current Perspectives in Special Education Administration (Advances in Special Education, Vol. 17), Emerald Group Publishing Limited, Bingley, pp. 99-108. https://doi.org/10.1016/S0270-4013(06)17007-5Download as .RIS
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