Abstract
Students with disabilities (SWDs) often lack the requisite skills for responding to the academic climate challenges they face in postsecondary education. The purpose of this study was to examine these challenges with a specific focus on the extent to which 14 demographic variables influence their perceptions. An expanded version of the College Students with Disabilities Campus Climate survey (CSDCC) was used to explore eight constructs and four sub-constructs related to academic engagement, social engagement, support structures, and individual actions. Selected-response questions related to academic issues, demographic variables, and open-ended questions were added. Differences in group perceptions were identified using analysis of variance (ANOVA), with patterns identified through coding and theme development of the six added open-response items. A total of 86 students responded and revealed general satisfaction with campus climate at the case university. “Campus community” was the source of the most variability among groups. There was no indication in the results that any of the respondents were thinking of leaving college. Those with more severe disabilities indicated that they had considered leaving, but reconsidered when they thought about the ramifications of dropping out. The results of this study have the potential to influence local and national decisions related to support services that could be more tailored to the needs of specific groups. This, in turn, could improve the academic experience for SWDs and their motivation to persist through graduation. Specific recommendations are provided.