Title

Higher Education and Disability: A Systematic Review of Assessment Instruments Designed for Students, Faculty, and Staff.

SelectedWorks Author Profiles:

Lyman Dukes

Document Type

Article

Publication Date

2016

Date Issued

January 2016

Date Available

July 2016

ISSN

1938-8926

Abstract

In this study, the literature in disability and higher education was examined, with a specific focus on assessment instruments. Published articles (n _ 203) on development of new or refinement of existing instruments were reviewed for traits measured and psychometric rigor reported. Findings showed instruments are intended for professionals and students, and of the student instruments, broad categories are academic, nonacademic, and specific to a disability diagnosis. Not all instruments are limited to students with disabilities; many of the reviewed instruments can be utilized in higher-education settings on all students, faculty, and staff, regardless of disability. The implications of the findings undergird the urgency to prioritize disability as a facet of diversity within higher-education scholarship, and furthermore aid this prioritization by providing a catalogue of robust instruments to researchers and practitioners.

Comments

Citation only. Full-text article is available through licensed access provided by the publisher. Published in Journal of Diversity in Higher Education. doi.org/10.1037/dhe0000027. Members of the USF System may access the full-text of the article through the authenticated link provided.

Language

en_US

Publisher

American Psychological Association

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.