新一代大学咨询
A Call for Collaboration Between Disability Services and Academic Advising
by Adam R. Lalor, Ph.D. and Manju Banerjee博士.D.
Given the low rate of college completion for students with disabilities, it is possible that traditional student support services and accommodations may not be fully meeting their needs. Limited research on the efficacy of traditional interventions (Madaus et al., 2016) highlights the need for new and collaborative ways to engage, support, 并让这些学生顺利毕业.
Academic advising (AA) is ubiquitous in higher education. 根据光(2001), “Good advising is the single most underestimated element of a successful college experience” (para. 5). Advisors are tasked with a broad range of responsibilities, from imparting the ideals of higher education to facilitating advisees’ academic and career goal development (O’Banion, 2012). 根据NACADA的说法, 学术顾问协会(2006年), advisors assist students as they “craft a coherent educational plan based on assessment of abilities, aspirations, interests, 和价值观”(第41段). 10).
Essentially, a set of courses is being selected to meet the individual needs of the students while simultaneously ensuring that the institution upholds the curricular expectations and obligations. Given the individualized and personal nature of the advisor-advisee relationship, it is not surprising that the research points to the significant impact AA can have on student retention (McArthur, 2005).
Academic advisors are particularly well positioned to serve students with disabilities because the advising process is about a plan of study towards graduation and is future-oriented (Habley et al., 2012). Conversely, Disability Services (DS) is often perceived as focused on “functional limitations” and accommodations for these limitations. 鉴于AA和DS之间的差异, it is conceivable that a student would find it much easier to meet with an academic advisor than to meet with DS professional.
Generally, little direct interaction takes place between DS professionals and advisors beyond one-off professional development workshops or if there is an individual student situation that requires intervention. We believe this must change and call for greater collaboration between DS professionals and academic advisors. As such, we call for colleges and universities to adopt a model of academic advising that can be used to collect key data about student abilities. 鉴于披露残疾的障碍(例如.g., concerns about stigma and discrimination; Hartman-Hall & Haaga, 2002), decreasing emphasis on disability documentation in the determination of accommodations (AHEAD, 2012), 以及AA的无所不在性质和定位, academic advising offers an optimal setting for (a) faculty sensitivity towards disability and disability awareness, (b) the provision of learning supports beyond traditional accommodations, and for (c) making referrals to appropriate campus services (e.g.， DS，学生服务，咨询，ADA协调员).
AA (D’alessio)的混合模型 & Banerjee, 2016)是顾问的一种方法, 与DS供应商合作, can provide valuable scaffolding and early intervention for students with disabilities. 帕特尼地标学院使用的指导模式, VT, combines directive advising practices and components of academic coaching. Key elements that define this hybrid model of advising include:
- 从一开始就建立起牢固的顾问关系
- 持续评估学业准备情况
- 建立明确的目标
- 具体的行动步骤
- 学生光
Greater collaboration and partnership between these strategic groups within a college campus, we believe, can improve the outcomes for postsecondary students with disabilities. We encourage our colleagues in both DS and AA to forge proactive partnerships and consider ways to share resources and insight to ensure that students with disabilities are provided optimal chances for postsecondary success.
NOTE: For a more in-depth look at the hybrid model of academic advising, check out the D’Alessio and Banerjee’s (2016) article in the Journal of Postsecondary Education and Disability: http://files.eric.ed.gov/fulltext/EJ1113031.pdf
References
AHEAD. (2012). Supporting accommodation requests: Guidance on documentation practices. 检索自http://www.ahead.org/uploads/docs/resources/Final_AHEAD_Supporting%20Accommodation%20Requests%20with%20Q&A%2009_12.pdf
D 'Alessio K. A.班纳吉，M. (2016). Academic Advising as an Intervention for College Students with ADHD. Journal of Postsecondary Education and Disability, 29(2), 109 – 121.
Habley, W. R., Bloom, J. L.罗宾斯，S. (2012). Increasing persistence: Research-based strategies for college student success. 旧金山，加州:乔西-巴斯.
Hartman-Hall H. M.哈加，D. A. (2002). College students’ willingness to seek help for their learning disabilities. 学习障碍季刊，25(4)，263 - 274.
Light, R. J. (2001年3月2日). 好建议对学生的力量. 高等教育编年史，B11.
Madaus, J. W., Gelbar, N., Dukes, L. L.A、b、c、d、c、d、c、d. R.伦巴第，A., Kowitt, J.法格拉-露比先生. N. (2016年9月15日). Literature on postsecondary disability services: A call for research guidelines. 高等教育多样性杂志. 提前在线出版. http://dx.doi.org/10.1037 / dhe0000045
NACADA. (2006). NACADA的学术咨询概念. 检索自:http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Concept-of-Academic-Advising-a598.aspx
O’Banion, T. (2012). Be advised. 社区大学学报，83(2)，42 - 47.