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Despite higher education becoming more accessible for students with disabilities, these students are often still unable to accomplish one of the most basic goals for obtaining a college degree: successfully obtaining gainful employment after graduation. This article provides an overview of a qualitative study which examined the experiences of college students in an internship program designed specifically for students with physical disabilities. The findings of this study indicate students developed vital skills and competencies which facilitated personal and career development. Through their participation in the internship program, students reported feeling better prepared to enter the workforce after graduating. General career services often fail to address the additional barriers students with physical disabilities face when attempting to secure employment after graduating from college. Through hands-on work experience and exposure to real life work environments, students reported feeling more confident about their abilities to not only get hired, but to thrive in the positions in which they were hired. Intentional efforts designed specifically to enhance the career readiness of students with physical disabilities are integral to the continued success of this population of students.

Classroom success and academic integration are essential indicators of academic success (Tinto, 2012). Since students with disabilities, compared to students without disabilities, often face additional transitional academic issues when entering college, Ball State University developed a Faculty Mentorship Program (FMP) for students with disabilities to facilitate their academic integration. This practice brief presents a study of a nine-year longitudinal analysis of 32,409 students in three groups: students with disabilities participating in a FMP, students with disabilities not participating in the FMP, and students without disabilities. Three academic success outcomes were tracked; one-year retention, and four- and six-year graduation rates. The article also provides a thorough discussion of the portability of the program with suggestions for implementation on other campuses.

Postsecondary students with disabilities underutilize career services (CS) and report systemic barriers when trying to do so. Disability resource (DR) professionals rarely have the experience to advise students on employment issues such as internship opportunities, disclosure during interviews, and how to obtain workplace accommodations. Research recommends cross-training for professionals in both offices to facilitate more effective career development. The provision of accessible and disability-informed CS can strengthen students' preparation for workplace success, thereby improving persistent gaps in employment outcomes between college graduates with and without disabilities. This practice brief describes a virtual Community of Practice (CoP) involving CS and DR professionals from multiple Midwestern universities who shared strategies, challenges, and evaluation outcomes in a collaborative manner that can be replicated on other campuses. [ABSTRACT FROM AUTHOR]

The Gregory S. Fehribach Center is an evidence-based internship program that aims to address the lack of representation and employment opportunities for individuals with physical disabilities in leadership roles. The program offers paid internships in positions related to the students' academic majors, providing professional development opportunities and career coaching. It has expanded to include colleges and universities across Indiana and has facilitated 396 internships for 195 students. The program offers personalized internship placements, housing, transportation assistance, and competitive wages. Evaluation reports show high levels of competence and satisfaction among interns, with a high career engagement rate of 91%. The program has been successful in helping students with physical disabilities find professional work after graduation and is looking to expand beyond Indiana. [Extracted from the article]

Creating impactful partnerships across university divisions can enhance the effectiveness and impact of the Disability Services Office. Research has shown the benefits of practitioners and faculty members collaborating; however, careful consideration and communication is needed in order for these collaborations to be successful and beneficial. In this practice brief, successful collaborations are examined and suggestions are made for Disability Services to foster partnerships with faculty members.

The purpose of this study was to examine the pre-enrollment considerations of undergraduate wheelchair users (i.e., the decision to attend college, college selection factors) and their post-enrollment transitions (i.e., adjustments from high school to college, academic and social integration). Qualitative ethnographic research methodology was used to reveal the voices of 10 students using wheelchairs and four of their parents. The determining factors in the college selection process for students using wheelchairs were the academic majors available at the university, coupled with the physical accessibility of the campus and a strong office of disability services. The freedom that is attached to making personal decisions and friends was a new experience to many of them and, after a brief transitional time, they relished it. From being able to get around on their own to and from class, to hanging out with friends, a feeling of independence was the key to integrating into college. Similar to peers not in wheelchairs, these students had learned how to navigate the higher education setting and be vocal about their needs (i.e., self-advocate). A series of recommendations for students in wheelchairs, their parents, and colleges and universities is provided.

Intercollegiate athletics provides an opportunity for improving the societal perceptions and overall quality of life of physically disabled persons. Athletic opportunities in the collegiate atmosphere allow such students to be socially, psychologically, and physically engaged. This study focused on how involvement in a Power Soccer collegiate athletic club using power wheelchairs influenced the collegiate experience of physically disabled students. As a result of participating in Power Soccer, participants reported higher levels of social interactions and independence, an appreciation of the opportunity to compete and participate on a team, and an increased amount of self-confidence.

In this longitudinal study of 11,317 students, the retention and graduation rates of students with apparent and nonapparent disabilities were compared to students without disabilities. The annual retention and graduation rates (six years after matriculation) were similar for all students, regardless of the presence or absence of a disability except for variations during years four and five. The mean number of years required to graduate were similar for all students, regardless of the presence or absence of a disability. Examples of institutional interventions for disability services offices are provided to facilitate student success among students with disabilities. (Contains 2 tables.)

An introduction is presented in which editor discusses various articles within the issue on topics including support for students with intellectual and developmental disabilities, academic coaching for students with disabilities and challenges of medical students with color vision deficiency.