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Views and concerns of the professionals who deliver disability-related services at Canadian postsecondary education institutions about access to information and instructional technologies are presented. Findings are based on structured interviews with 156 individuals who represent 80% of the population of Canadian campus-based disability service providers. This makes the sample truly representative of the geographic, linguistic and institutional characteristics of the Canadian postsecondary educational system. Key findings in the following areas are highlighted: characteristics of participating professionals; their wish lists; current state of campus information and instructional technologies for students with disabilities at junior/community colleges and universities; important factors in meeting the computer-related needs of students; and the presence and technology needs of postsecondary faculty and staff with disabilities. The results point to (a) the need for better integration of adaptive computer technologies with general-use computer labs on campus; (b) improved learning opportunities for everyone involved, including disability service providers, students, and faculty; and (c) the need to ensure adequate technical support for adaptive computer technologies on campus. (Contains 6 tables.)

This is an applied companion to our empirical article elsewhere in this issue (Fichten et al., in press) on technological needs and concerns of Canadian junior/community college- and university-based disability service providers. Here, we provide highlights of our findings as well as timely, practical recommendations to disability service providers about ensuring access to the growing array of information and instructional technologies on campus. The objective is to provide (a) an overview of the emerging landscape of information and instructional technologies appearing on campus, (b) campus-based disability service providers' views about these and how these relate to adaptive technologies, and (c) suggestions about how to be proactive on campus so that information and instructional technologies are accessible to all students, particularly those with disabilities.

Two studies explored how well English and French speaking colleges and universities in Canada address availability and access to new computer and information technologies for individuals with disabilities. In Study 1, 156 professionals who provide disability-related supports on campus responded to structured interview questions. In Study 2, 40 professionals who work in Quebec's Francophone junior/community college system (CEGEP) participated. Results showed that most institutions had specialized adaptive computer equipment, though colleges were less likely than universities, and loan programs providing adaptive computer equipment were seen as very effective. Respondents believed they were not very knowledgeable about adaptive computer technologies and those from Francophone institutions scored lower than from Anglophone institutions. The needs of students were seen as moderately well met, with Francophone respondents more favorable than Anglophone. Respondents from Anglophone universities expressed different needs than those from Anglophone colleges or Francophone institutions. Disability service providers wished students were better equipped and prepared for the postsecondary experience, computer based teaching materials used by professors were more accessible, and more extensive support services for adaptive hardware and software available. We provide recommendations based on universal design principles that are targeted at those involved in technology integration in postsecondary education.

Results of a Canada-wide and a Quebec based study of students with a variety of disabilities in Canadian postsecondary education are presented. Study 1 involved 156 professionals. They represent 80% of the population of professionals who provide on-campus disability support services. Results indicate that (1) 8% of postsecondary institutions reported not having any students with disabilities, (2) overall, 2% of students are registered to receive disability related services from their postsecondary institutions, and (3) this varies from 1/2% to 6% across the country. Junior/community colleges had a higher percentage of students with disabilities registered to receive disability related services (3 3/4%) than universities (1 2/3%). (4) Distance education had 3%. (5) Quebec has a smaller proportion of both college (2/3% vs 6%) and university (1/2% vs 2 1/2%) students with disabilities than the rest of Canada. A targeted study involving 46 professionals who provide disability related services in Quebec's public junior/community colleges, the CEGEPs, revealed that lack of recognition of learning disabilities for postsecondary funding by the Quebec government is an important contributor to the small percentages, although it cannot explain the huge discrepancies between Quebec and the rest of Canada. Extrapolation suggests that there are over 100,000 students with disabilities currently enrolled in Canadian postsecondary education, although only 1/4 to 1/2 of them register to receive disability related services. (Contains 5 tables and 1 figure.)

Examined the computer technology needs and concerns of close to 800 Canadian college and university students with various disabilities in 3 studies. Findings indicate that the overwhelming majority used computers, but that almost half needed some kind of adaptation to use computers effectively. Data support the importance of universal design in a number of areas. (SLD)

Results of a Canada-wide and a Quebec based study of students with a variety of disabilities in Canadian postsecondary education are presented. Study 1 involved 156 professionals. They represent 80% of the population of professionals who provide on-campus disability support services. Results indicate that (1) 8% of postsecondary institutions reported not having any students with disabilities, (2) overall, 2% of students are registered to receive disability related services from their postsecondary institutions, and (3) this varies from ½% to 6% across the country. Junior/community colleges had a higher percentage of students with disabilities registered to receive disability related services (3 3/4%) than universities (1 2/3%). (4) Distance education had 3%. (5) Quebec has a smaller proportion of both college (2/3% vs 6%) and university (½% vs 2 ½%) students with disabilities than the rest of Canada. A targeted study involving 46 professionals who provide disability related services in Quebec's public junior/community colleges, the CEGEPs, revealed that lack of recognition of learning disabilities for postsecondary funding by the Quebec government is an important contributor to the small percentages, although it cannot explain the huge discrepancies between Quebec and the rest of Canada. Extrapolation suggests that there are over 100,000 students with disabilities currently enrolled in Canadian postsecondary education, although only 1/4 to ½ of them register to receive disability related services. [ABSTRACT FROM AUTHOR]