Enhancing the post-secondary campus climate for students with disabilities

As a result of a combination of legislative, academic and social changes, increased numbers of students with disabilities are considering^(b) post-secondary education as a viable option. Students with disabilities view access to post-secondary education as (1) an opportunity to enhance their chances of obtaining and maintaining^(c) employment (2) a means of earning a higher annual income, and (3) a path-way to life-long independence and a greater quality of life. With a greater number of students with disabilities enrolling in colleges and universities nationwide, it is become more apparent however, that many campuses are not equipped to meet the unique and varied needs of these students. Just because access to post-secondary education is increasing for students with disabilities, it does not always follow that students selecting this option will discover welcoming,^(d) supportive campus climates, programming and services that will facilitate choice, independence, and social participation, or adequate supports to promote academic success. Even at universities that have a solid record of developing and implementing model service delivery activities in support of students with disabilities, it is questionable as to whether these activities have, to any significant degree, impacted the underlying^(a) campus climate.

Kristi Wilson, Elizabeth Getzel and Tracey Brown (In Journal of Vocational

Rehabilitation. September 6^th, 2013.)

Enhancing the post-secondary campus climate for students with disabilities

As a result of a combination of legislative, academic and social changes, increased numbers of students with disabilities are considering post-secondary education as a viable option. Students with disabilities view access to post-secondary education as (1) an opportunity to enhance their chances of obtaining and maintaining employment (2) a means of earning a higher annual income, and (3) a path-way to life-long independence and a greater quality of life. With a greater number of students with disabilities enrolling in colleges and universities nationwide, it is become more apparent however, that many campuses are not equipped to meet the unique and varied needs of these students. Just because access to post-secondary education is increasing for students with disabilities, it does not always follow that students selecting this option will discover welcoming, supportive campus climates, programming and services that will facilitate choice, independence, and social participation, or adequate supports to promote academic success. Even at universities that have a solid record of developing and implementing model service delivery activities in support of students with disabilities, it is questionable as to whether these activities have, to any significant degree, impacted the underlying campus climate.

Kristi Wilson, Elizabeth Getzel and Tracey Brown

(In Journal of Vocational Rehabilitation. September 6^th, 2013.)

Enhancing the post-secondary campus climate for students with disabilities

As a result of a combination of legislative, academic and social changes, increased numbers of students with disabilities are considering post-secondary education as a viable option. Students with disabilities view access to post-secondary education as (1) an opportunity to enhance their chances of obtaining and maintaining employment (2) a means of earning a higher annual income, and (3) a path-way to life-long independence and a greater quality of life. With a greater number of students with disabilities enrolling in colleges and universities nationwide, it is become more apparent however, that many campuses are not equipped to meet the unique and varied needs of these students. Just because access to post-secondary education is increasing for students with disabilities, it does not always follow that students selecting this option will discover welcoming, supportive campus climates, programming and services that will facilitate choice, independence, and social participation, or adequate supports to promote academic success. Even at universities that have a solid record of developing and implementing model service delivery activities in support of students with disabilities, it is questionable as to whether these activities have, to any significant degree, impacted the underlying campus climate.

Kristi Wilson, Elizabeth Getzel and Tracey Brown

(In Journal of Vocational Rehabilitation. September 6^th, 2013.)

Enhancing the post-secondary campus climate for students with disabilities

As a result of a combination of legislative, academic and social changes, increased numbers of students with disabilities are considering post-secondary education as a viable option. Students with disabilities view access to post-secondary education as (1) an opportunity to enhance their chances of obtaining and maintaining employment (2) a means of earning a higher annual income, and (3) a path-way to life-long independence and a greater quality of life. With a greater number of students with disabilities enrolling in colleges and universities nationwide, it is become more apparent however, that many campuses are not equipped to meet the unique and varied needs of these students. Just because access to post-secondary education is increasing for students with disabilities, it does not always follow that students selecting this option will discover welcoming, supportive campus climates, programming and services that will facilitate choice, independence, and social participation, or adequate supports to promote academic success. Even at universities that have a solid record of developing and implementing model service delivery activities in support of students with disabilities, it is questionable as to whether these activities have, to any significant degree, impacted the underlying campus climate.

Kristi Wilson, Elizabeth Getzel and Tracey Brown

(In Journal of Vocational Rehabilitation. September 6^th, 2013.)

ATA DA PRIMEIRA REUNIÃO DO COMITÊ GESTOR DE TECNOLOGIA

DA INFORMAÇÃO DA UNIVERSIDADE FEDERAL VIRTUAL

Aos I, às II horas, no bairro Jardim Paraíso, cidade Floresta Feliz, no gabinete da reitoria da Universidade Federal Virtual, realizou-se a primeira reunião do Comitê Gestor de Tecnologia da Informação – CGTI. A reunião foi presidida pela professora Doutora Maria da Roseira Jardim (Pró-Reitora de Administração e Gestão de Pessoas - PRAGEP), e contou com a presença da Vice-Reitora professora Doutora Hortência Bela, professor Doutor Cravo das Flores (Pró-Reitor de Infraestrutura-PROINFRA), professor Mestre Lírio das Rosas (Pró-Reitor de Planejamento-PROPLAN) e professor Mestre Eduardo das Flores (Pró-Reitor de Cultura, Extensão e Assuntos Estudantis-PROCEA), a fim de discutir ações sobre a Tecnologia da Informação – TI da UFV. A pauta da reunião foi apresentada e em seguida deu-se aos participantes a localização do Comitê Gestor no cenário da Universidade. Em seguida, o prof. Mestre Lírio das Rosas solicitou que devesse constar na Ata e nos assentamentos do Comitê Gestor de TI da UFV a inclusão da Pró-Reitoria de Infraestrutura. A professora Doutora Maria da Roseira prosseguiu a reunião lendo as informações sobre o CGTI que também estão disponíveis na página da UFV. A professora Vice-Reitora Doutora Hortência Bela informou que cada membro deverá ter um suplente para representá-lo nas reuniões.

III, a Pró-Reitora de Administração e Gestão de Pessoas professora Doutora Maria da Roseira Jardim encerrou a reunião às IV, e, eu, Eduardo Flores, secretário Ad hoc, V a presente ata, que deve ser assinada por todos os presentes.

ATA DA PRIMEIRA REUNIÃO DO COMITÊ GESTOR DE TECNOLOGIA

DA INFORMAÇÃO DA UNIVERSIDADE FEDERAL VIRTUAL

Aos I, às II horas, no bairro Jardim Paraíso, cidade Floresta Feliz, no gabinete da reitoria da Universidade Federal Virtual, realizou-se a primeira reunião do Comitê Gestor de Tecnologia da Informação – CGTI. A reunião foi presidida pela professora Doutora Maria da Roseira Jardim (Pró-Reitora de Administração e Gestão de Pessoas - PRAGEP), e contou com a presença da Vice-Reitora professora Doutora Hortência Bela, professor Doutor Cravo das Flores (Pró-Reitor de Infraestrutura-PROINFRA), professor Mestre Lírio das Rosas (Pró-Reitor de Planejamento-PROPLAN) e professor Mestre Eduardo das Flores (Pró-Reitor de Cultura, Extensão e Assuntos Estudantis-PROCEA), a fim de discutir ações sobre a Tecnologia da Informação – TI da UFV. A pauta da reunião foi apresentada e em seguida deu-se aos participantes a localização do Comitê Gestor no cenário da Universidade. Em seguida, o prof. Mestre Lírio das Rosas solicitou que devesse constar na Ata e nos assentamentos do Comitê Gestor de TI da UFV a inclusão da Pró-Reitoria de Infraestrutura. A professora Doutora Maria da Roseira prosseguiu a reunião lendo as informações sobre o CGTI que também estão disponíveis na página da UFV. A professora Vice-Reitora Doutora Hortência Bela informou que cada membro deverá ter um suplente para representá-lo nas reuniões.

III, a Pró-Reitora de Administração e Gestão de Pessoas professora Doutora Maria da Roseira Jardim encerrou a reunião às IV, e, eu, Eduardo Flores, secretário Ad hoc, V a presente ata, que deve ser assinada por todos os presentes.