Course Substitution Practices, Policies, and Implications for Students with Disabilities
Data from 65 colleges and universities across the United State were used to study course substitution practices for postsecondary students with disabilities. Data indicate that the majority of surveyed institutions (90.8%) allow course substitutions, yet only 50% had written policies directing substitution decisions. At responding institutions (N = 65), foreign language and math are the most common courses requested for substitution. In addition, at surveyed institutions, students with learning disabilities are more likely than other students with disabilities to request and be offered substitutions. These findings are discussed in regard to §504 of the Rehabilitation Act of 1973, subsequent legislation, and two key cases, Southeastern Community College v. Davis (1979) and Guckenberger et al. v. Boston University (1998).
Contributor Notes
Terri Forsbach-Rothman is an assistant professor in the Department of Educational Leadership and Special Education at Monmouth University. She is also the project director of a regional training center for alternative teacher certification. Her research interests include teacher quality and training, at-risk adolescents and resiliency, and program evaluation.
Fernando F. Padró is an associate professor in the Department of Educational Leadership and Special Education at Monmouth University. He has been a Malcolm Baldrige National Quality Award Examiner and is also a Peer Reviewer for The Higher Learning Commission's Project AQIP. His research interests are in the areas of university quality assurance and accreditation issues along with the organizational psychology of colleges and universities and higher education policy formation.
Jennifer Rice-Mason is Director of Disability Services and ADA/504 Coordinator at Arkansas State University. Her interests include research and policy pertaining to the provision of services to college students with disabilities.