Postsecondary Disability Program Standards and Performance Indicators
Abstract
Development and dissemination of Program Standards and Performance Indicators for disability services in higher education aim to provide research-based guidance for postsecondary institutions, consumers, and governmental agencies regarding necessary services for equal access for college students with disabilities.
Eighteen Program Standards and 90 Performance Indicators are outlined and discussed regarding their implications for services for students with disabilities in higher education.
In November 2004, the Board of Directors of the Association on Higher Education And Disability (AHEAD) approved these Program Standards and Performance Indicators, updating those established in 1999 (published in 2001).
These Standards establish essential expectations for all postsecondary institutions to ensure equal access for students with disabilities without limiting additional support initiatives some institutions may choose to provide.
They serve as a benchmark for program evaluation, staff development, and facilitate consumer understanding of programs and services offered by institutions.
Introduction
The need for updated Program Standards arose from the rapidly evolving field of postsecondary disability services as noted in the original standards developed in 1999, which had a limited 'shelf life' and needed ongoing revisions.
Current Standards reflect a large sampling of disability practitioners in North America and address evolving definitions of service delivery, self-determination, and technology use among students with disabilities.
A survey indicated that over 80% of postsecondary disability service providers sought best practices, highlighting the demand for accountability in demonstrating educational outcomes.
Historical Context
Prior standards and principles developed in the 1990s aimed to define the profession of disability services through frameworks including the Professional Standards and the Code of Ethics.
The 2004 AHEAD Program Standards represent updated benchmarks for the Office for Students with Disabilities (OSD) that enhance accountability and program development efforts, providing clear guidance for implementation and program evaluation.
Overview of AHEAD Program Standards and Performance Indicators
28 Program Standards and 90 Performance Indicators have been established to guide postsecondary disability services irrespective of institutional type, funding source, or admissions policy.
Key points include ensuring equality in access, maintaining efficacy of programs, identifying resource needs, and enhancing staff development.
Detailed Breakdown of Program Standards
1. Consultation / Collaboration
1.1 Advocacy for Issues
Ensuring equal access through collaborative policy implementation and awareness of disability issues on campus.
Key areas for collaboration include administration, facilities, academic affairs, and promoting student integration in campus life.
1.2 Representation on Campus Committees
Including disability representation on committees to advise on policies affecting students with disabilities.
2. Information Dissemination
2.1 Institutional Communication
Providing timely information on disability services through various institutional publications.
Ensuring up-to-date and accessible resources on the institution's website.
2.2 Services for Campus Community Access
Acquisition of assistive technology and promotion of universal design for facilities and instruction.
2.3 Information about Resources
Offering guidance on accessing campus and community disability resources.
3. Faculty / Staff Awareness
3.1 Academic Accommodations Knowledge
Informing faculty about their responsibilities and the accommodation process.
3.2 Administrative Consultation
Consulting with administrators on compliance and academic accommodations.
3.3 Disability Awareness Training
Training for all campus constituents regarding disability issues and responsibilities.
3.4 Faculty Information on Services
Providing resources for faculty on available student services.
4. Academic Adjustments
4.1 Documenting Accommodation Plans
Creating confidential files for students and documenting all accommodation decisions.
4.2 Determining Accommodations
Reviewing disability documentation to provide appropriate academic accommodations.
4.3 Faculty Collaboration
Ensuring academic adjustments do not alter program integrity while facilitating access.
5. Counseling and Self-Determination
5.1 Independence Promotion
Implementing a service delivery model that fosters student independence and self-determination.
6. Policies and Procedures
6.1 Procedures for Accommodations
Developing transparent guidelines for students seeking reasonable accommodations.
6.2 Institutional Rights and Responsibilities
Reviewing policies regarding course substitutions, registration priorities, and documentation requirements.
6.3 Student Rights and Responsibilities
Outlining expectations regarding documentation and procedural adherence for services.
6.4 Confidentiality Policies
Establishing strict confidentiality on disability information.
6.5 Complaint Procedures
Creating systematic processes for addressing accommodation disputes.
7. Program Administration and Evaluation
7.1 Mission Alignment
Ensuring services align with institutional mission statements.
7.2 Coordination of Services
Assigning full-time professionals to manage disability services.
7.3 Student Feedback
Collecting data to improve service effectiveness.
7.4 Service Usage Data Collection
Monitoring service utilization and effectiveness to inform future needs.
7.5 Reporting Evaluation Data
Compiling annual reports based on collected qualitative and quantitative data.
7.6 Fiscal Management
Effective budget management for disability service operations.
7.7 Adaptive Equipment Procedures
Collaborating on the acquisition and availability of assistive technology.
8. Training and Professional Development
8.1 Opportunities for Staff Development
Offering consistent professional development for staff involved in disability services.
8.2 Personnel Training Qualifications
Ensuring staff have relevant experiences and training in working with individuals with disabilities.
8.3 Adherence to Ethics
Compliance with ethical standards relevant to disability services.
Conclusion
Program Standards and Performance Indicators provide essential components for institutions to ensure equal educational access.
They enable disability professionals to assess program effectiveness and implement data-driven supportive measures.
Establishes benchmarks not only for institutions but also for judicial practices concerning disability services.
Through implementation, postsecondary disability services can enhance their operational efficacy and provide informed service delivery for students with disabilities.