Barriers and facilitators to students with physical disabilities' participation in academic laboratory spaces.

Purpose: To provide empirical evidence on learning barriers and facilitators in instructional science and engineering laboratory settings from a national survey on students with physical disabilities (SwD-P).Methods: A nationwide self-report survey, the Full Participation Science and Engineering Accessibility (FPSEA), was disseminated online via Qualtrics. Approximately 1200 organizations and universities across the United States were contacted through purposive sampling. Descriptive statistics were primarily used for the analysis of the results.Results: Survey findings reveal that students experience a wide range of limitations to full participation in the laboratory, from entering the laboratory (25%) to being given passive roles (50%). Additionally, while 66% of respondents indicated that instructors were willing to help SwD-P participate in science and engineering (S&E) laboratories, 16.8% were not willing to do so, and 47% SwD-P felt that practices were not in place to provide accommodations. The survey also reveals a range of facilitators such as elevators, ramps, accessible course materials and peer assistance. Most respondents (74%) also indicated that peers were helpful in completing laboratory tasks.Conclusion: This survey provides empirical evidence that was previously voiced through non-empirical information in the literature. Participants cited barriers such as inappropriate accommodations and instructors' negative viewpoints, as well as gaining access to facilities even after the enactment of the Americans with Disabilities Act (ADA). These findings suggest that while ADA has lessened some barriers to SwD-P, barriers remain in using the laboratory space. The FPSEA survey fills the gap in finding barriers and facilitators to using S&E laboratories from the SwD-P's perspective.Implications for RehabiliationBarriers students with disabilities encounter in science and engineering (S&E) laboratory environments remain unclear.The FPSEA survey fills the gap in finding barriers and facilitators to using S&E laboratories from the SwD-P's perspective.The FPSEA survey allows former and current SwD-P to share their experiences using a postsecondary S&E instructional laboratory.

Participation in science and engineering laboratories for students with physical disabilities: survey development and psychometrics.

Purpose: The purpose of this study is to address the development of the Full Participation Science and Engineering Accessibility (FPSEA) self-report survey that gathers experiences from students with physical disabilities (SwD-P) using a postsecondary laboratory and to evaluate the survey's stability. Methods: Survey items were generated from an extensive literature review and recommendations articulated by experts. Think-aloud sessions and content validity index (CVI) were used to determine survey content validity and help finalize survey items. Individuals with physical disabilities (n = 20) who have taken a postsecondary science or engineering laboratory course completed the survey and took it again 10-14 days apart. The test-retest reliability was assessed using Spearman Rho coefficients for Likert-scale items, Chi-square and Fisher's exact test for the dichotomous items. Missing data completely at random (MCAR) test was computed before reliability data analysis. Results: Each sub-item passed the MCAR test, indicating that the data are missing completely at random and can be imputed to perform the analysis. Reliability analysis was completed on 20 individuals. The FPSEA had good content reliability: the item-level CVI of items kept ranged from 0.86 to 1. The scale-level CVI was 0.94. Stability was demonstrated with adequate Spearman correlation ranged from 0.56 to 0.86. Conclusions: No previous survey had been developed linking SwD-P and the postsecondary science and engineering (S&E) laboratory setting prior to this work. Overall, FPSEA is reliable and stable for reporting the barriers and facilitators to use S&E laboratories from the SwD-P's perspective. Implications for rehabilitation The barriers students with disabilities encounter in S&E laboratory environments are largely unknown. The FPSEA survey may help identify barriers and facilitators to using S&E laboratories for SwD-P. The FPSEA Survey allows former and current SwD-P to share their experiences using a postsecondary S&E instructional laboratory.

Aging with a disability: views from the National Institute on Disability and Rehabilitation Research.

As I move toward the completion of my term as Director of the National Institute on Disability and Rehabilitation Research (NIDRR), I see many examples of renewal in our field. For example, disability studies and rehabilitation science are emerging new areas of academic specialization, and we will all be involved in shaping the future of these endeavors. The field is recapturing its identity and relevance locally and internationally. Also, I see a considerable number of challenges that range from acute care in medical rehabilitation to universal design in engineering to overall technology policy. I see a challenge in moving research to practice, a challenge in funding, a challenge in service delivery locations, and a challenge in defining the role of the professional in order to build capacity for the future. I believe that the research field ignores practice at its own peril, including practice in older fields such as vocational rehabilitation and in newer fields such as cognitive science and access engineering. Practice must be determined by today's needs and those we foresee for tomorrow. For the NIDRR family, the Long-Range Plan provides a beacon to direct us into the new millennium.

Physical rehabilitation and violence: initiatives of the National Institute on Disability and Rehabilitation Research.

The paper presents an analysis of violence-related data from the National Spinal Cord Injury Database within the context of violence-related projects of the U.S. Department of Education's Office of Special Education and Rehabilitative Services. The National Spinal Cord Injury Database is managed by the Spain Rehabilitation Center at the University of Alabama at Birmingham, which is one of 13 Model Spinal Cord Injury Care System centers funded under a grant from the U.S. Department of Education's Institute on Disability and Rehabilitation Research. There are 1,732 cases of spinal cord injury (SCI) due to violence enrolled in the database. This enrollment provides a longitudinal sample, an analysis of which shows that African American individuals and persons of Hispanic origin represent an increasing percentage of new cases, and that an increasing percentage of individuals within these populations is incurring SCI as a result of violence.

Assistive technology policy: a road to independence for individuals with disabilities.

This article identifies and analyzes equity issues in assistive technology policy for adults with disabilities in the United States and makes recommendations for further research and advocacy. The following equity issues are considered: (a) who has access to assistive technology, (b) which technology is available, (c) who decides on the technology, and (d) who controls or determines the allocation of assistive technology. The discussion considers the role of stereotyping and discrimination in policy-making and how these affect equity. There is a need to rethink the concepts of normal and abnormal, and to reformulate policy more on the basis of the values of empowerment, independence, and community integration.