Disabilities Task Force

Welcome

Acknowledgements

Foreword

Steering Committee

Definitions of Terms

Recommendations to New York State for strategies to increase access and opportunity

1. Preparation for postsecondary education opportunities

2. Institutional commitment within postsecondary education

3. Capacity of all campus personnel and students to work with and teach students with disabilities

4. Universal design and access through assistive technology

5. Career development and full employment opportunity

6. Regional coordination and partnerships

7. Accreditation and review

8. Funding and financial mechanisms to enhance the educational opportunity for students with disabilities

9. Management structure for continued collaboration and implementation

10. Conclusion

Appendices

A. Background

B. Data and Charts

C. Task Force Memberships

D. Chairpersons

E. Expert Panel

F. President's Panel

G. Liaisons

H. Guidelines to Allow for the Transfer of Assistive Technology when a Student Moves from School Jurisdiction to Higher Education, Other Human Services Agency or Employment

Contact Us

Download Reports: (-)

Summary Report (rtf)(pdf)*

Full Report (rtf)(pdf)*

Appendices - Data and Charts

Postsecondary Education and Students with Disabilities

Figure 1
Chart Showing Enrollment of Students with Disabilities in Institutions of Higher Education by Disabilities Type		    ENROLLMENT OF STUDENTS WITH DISABILITIES IN INSTITUTIONS OF HIGHER EDUCATION BY DISABILITIES TYPE

This chart depicts enrollment of students with disabilities over a ten-year period (1987-1997) by the following disability types: mobility, visual, acoustical, learning, other health impairment and emotional disturbance, and a category labeled "other". This category includes health conditions such as tuberculosis, asthma, epilepsy and diabetes. There are no specific numbers assigned to each category. The chart is meant to be a visual glance at enrollment trends. The chart indicates that learning disabilities continues to be the largest self-disclosed population on campuses followed by other health impairment and emotional disturbance.

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