Reviewed by Diana M. Katovitch
This book, written by a group of disability service professionals (DSPs), is thorough, easy to understand, and wide ranging. It belongs on the shelf at every disability services office (DSO) in the United States and would be a valuable text for higher education graduate students.
It outlines practical advice on the operations and responsibilities of disability services offices (DSOs) combined with heartening explanations of philosophies that should undergird practice that benefits students with disabilities (SWDs) in institutions of higher education (IHEs). The authors, long-time colleagues and friends with seventy-plus years of combined service to disabled students, have served as DSPs at large and small IHEs. The book is organized from broad general information to detailed explanations of complex decisions entrusted to DSPs. The authors clearly understand the importance of finding specific information quickly. On page eight, for example, they offer a diagram of chapters that will be most valuable to different demographics of readers: new professionals, seasoned DSPs, secondary educators, faculty, and campus partners. The book makes good use of charts, diagrams, and illustrations (designed by co-author, Andrew S. Cioffi) to increase reader comprehension of complicated terms and ideas.
Three themes organize the text. First, the authors recognize and affirm throughout the text that disability is neither a deficiency or an individual student concern. In chapter 2, they discuss disability as a social construct. Social construction of disability is a critical philosophy that is often overlooked in the professional world of disability, and it was refreshing to see this philosophy explained in depth. Rather than viewing disability as a problem to be solved, the authors remind readers that disability emerges as an interaction between the individual and the environment. The authors also recognize that college students are involved in an active process of building their identities. Disability identity development is discussed on pages 23-24. The book also frankly confronts ableism (both overt and covert) and the ongoing reality of the stigma of seeking academic accommodations.
DSOs differ from campus to campus. Offices can be included under academic affairs or student affairs. There may be one DSO for the whole institution or disability services may be decentralized with each academic department handling its own accommodations. The size of the staff varies widely. The authors, after reviewing the relevant federal laws about accessibility in higher education, report that DSOs are charged with providing services, but are not given guidelines of how to do so. While offices are charged with compliance with federal law, their ability to move beyond compliance can depend on factors outside of the DSOs’ control. Chapter 4 gives a summary of the responsibilities of a DSO and its DSPs and an overview of managing staff, space, student data and information, and budgets. DSPs also serve on campus committees and must maintain communication with other offices.
The second theme in the book is the sheer complexity of disability service work. This complexity begins before a SWD even arrives on campus. The authors freely admit that clarifying the differences between high school and postsecondary education was a significant reason for writing the book. Indeed, I wish chapter 5 of the book was required reading for high school guidance counselors, administrators, special education teachers, parents, and SWDs. SWDs and their parents could also benefit from chapter 6; the student self-report of the educational impact of disability is now the primary documentation for disability, with documents used to support the student’s request. This chapter could serve as a blueprint for student preparation for their intake meeting with the DSO.
Chapters 7-11 address the granular work of determining and implementing accommodation requests. The authors do well describing the questioning and evaluating that a DSP must perform. SWDs who are transitioning to college from highly supportive secondary programs and with active parent involvement might need careful explanation of the difference between accommodations that make things easier or help the student be more successful in school and the reasonable accommodations needed to provide equal access to opportunities. Chapter 8 is filled with helpful lists describing considerations that accompany common accommodations (note-taking, testing, dining, parking, etc.). Chapter 9 addresses the use of assistive technology and auxiliary aids. Once the implementation of the accommodation plan is underway, DSPs must shift into the role of case manager. Since it is impossible for a DSP to meet with every student on their caseload individually on a regular basis, DSPs must consider how to best budget their limited time. Chapter 10 describes different ways to check in with experienced students (an email or newsletter once or twice a semester) and students with higher support needs (meetings with the student, advocacy for their needs, etc.). Chapter 11 discusses the responsibilities of faculty and the particular guidance they may need to support and implement necessary accommodations.
Chapter 12 is a reassuring resource for a high stress challenge–disability discrimination claims. The book serves in the role of calm, patient advisor, describing the process in detail and the responsibilities of the DSO. There is a discussion of the resolution process of such claims (not always in court, thankfully!). The Office of Civil Rights (OCR) is committed to providing resolution of valid claims and ensuring that institutions understand their responsibilities (p. 225). The Department of Justice (DOJ) has the power to bring claims to court and to request damages for the student impacted in addition to resolving the issue. The authors report that they have experienced both OCR and DOJ claims and despite the stress of the process felt that they were ultimately empowered to provide better services. Chapter 13 describes how claims can be forestalled at the campus grievance level by explaining how to work with institutional policy, to understand processes, and to create clear procedures for reasonable accommodations.
Chapters 14-17 outline the third theme: intentional accessibility in built environments, online environments, class instruction, communication, and operations are the responsibility of all campus members and external partners. With these efforts, DSPs move into the role of collaborators and advisors on best practices. Creating a welcoming and usable campus is an effort far beyond the work of one office. In fact, the authors write, all campus community members should “do disability” as an integral part of their work.
The final chapter includes the accumulated wisdom of the authors. Their generosity also extends to including a list of day-to-day forms and resources that they have used in their work made available in the book for free, public use by other professionals. This book is a highly recommended and valuable resource for current and future DSPs.
Title: Disability Services in Higher Education: An Insider’s Guide
Authors: Kirsten T. Behling, Eileen H. Bellemore, Lisa B. Bibeau, Andrew S. Cioffi, and Bridget A. McNamee (with illustrations by Andrew S. Cioffi)
Publisher: Temple University Press
Year: 2023
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About the Reviewer
Diana M. Katovitch, PhD, has worked with students with disabilities at the high school and college level for 35 years. She holds a certificate in advanced studies in disability studies and a doctorate in higher education. She is the author of The Power to Spring Up: Students with Significant Disabilities in Postsecondary Education (Woodbine House, 2009). Her dissertation, “I Want to Love How I Do Learn”: A Phenomenological Study of Adult Learners with General Learning Disabilities and their Goals for Postsecondary Education, focused on a demographic of learners who are still excluded from higher education.