2 and females at 114 The raceethnicity proportions of students with dis

2 and females at 114 the raceethnicity proportions of

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at 11.2% and females at 11.4%. The race/ethnicity proportions of students with dis- abilities are White at 11.7%, Black at 10.7%, Hispanic at 10.9%, Asian at 7.1%, American Indian at 14.8%, Paci fi c Islander at 9.1%, multiple races at 14.8%, and Other (US Department of Education 2006). The enrollment growth of this population in higher education certainly suggests an evolution of opportunities in the USA. In a comprehensive national study including 21,000 undergraduates, approxi- mately 6% reported a disability (Horn, Berktold, and Bobbitt 1999, iii). Of this number, 29% report a learning disability; 16% report an orthopedic disability; 16% report non-correctable vision impairment; 16% report hearing impairments or deaf- ness; and 3% report a speech impairment (Horn, Berktold, and Bobbitt 1999, iii). There are very limited studies on college experiences of students and graduates with physical disabilities. Studies can be categorized into the following three areas: disclosure and accommodations, faculty and staff attitudes, and employer attitudes. Disclosure and accommodations Disability disclosure means making a disability known by voluntarily providing information about the disability (Equal Employment Opportunity Commission Disability & Society 839
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1992), and this was the fi rst theme that emerged from Getzel and Thoma s (2008) study. They noted that some participants were often uncertain about when disclo- sure is appropriate. To request accommodations for their classes, students with dis- abilities must seek the appropriate college service and a disability support unit, and they must self-identify. College students with disabilities often fi nd managing their accommodations in college a challenge (Getzel and Thoma 2008, 77). Getzel and Thoma found that students recounted negative experiences with asking for accommodations, and at times their requests resulted in being labeled. Students grappled with the fear of being labeled and with their apprehension about request- ing accommodations to be successful in their coursework and overall college expe- rience. Faculty and staff attitudes Studies such as Cornett-DeVito and Worley (2005), Getzel and Thoma (2008), and Silver, Strehorn, and Bourke (1997) state that faculty and staff attitudes matter for students with disabilities when they request appropriate accommodations. Based on a telephone survey of 47 college graduates, Silver, Strehorn, and Bourke (1997) examined how persons with a wide range of physical, sensory, and learning disabili- ties responded to employment history, experiences with faculty, and experiences with service providers. Findings revealed that a substantial number of respondents perceived that they did not receive the same quality and amount of career counsel- ing services as their non-disabled peers, and that there was a difference in choices of courses for students with disabilities.
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