Supporting Students with Disabilities in Trades/Technical Programs
Gregory Anderson, Mary DeMarinis and Jennifer Armstrong, Justice Institute of British Columbia

INTRODUCTION/BACKGROUND

Post-secondary education is considered key in terms of competitiveness
within the labour market. Students with disabilities have added barriers to
completing their post-secondary education, and are seemingly at a
disadvantage when compared to their non-disabled peers who do not face
the same impediments. Importantly, barriers which are amendable
through evaluation and action can be seen to increase the likelihood of
student success within their respective programs, and subsequently, their
likelihood of successfully transitioning into the labour market at a rate
which is comparable to their non-disabled peers.

Sixty percent (60%) of participants were between 17
and 35 years old, and the remaining forty percent
(40%) were between the ages of 36 and 65 years
old. Gender was equally distributed, with fifty-one
percent (51%) male, and forty-nine percent (49%)
female. Lastly, a large majority of students, ninety-six
(95.7%) had their disability diagnosed by a doctor or
specialist.

DISCUSSION
Of the total number of participants (n = 91), the large majority claimed they
were aware of the services available to them (91.2%). With respect to a
student’s sense of satisfaction that they had adequately received what they
needed (accommodations and/or supportive services), the majority of
students reported that they did (78%). On a scale of satisfaction, students
predominantly felt completely satisfied with the accommodations that they
had received.

The Justice Institute of British Columbia, Camosun College and Selkirk
College joined together to develop a research approach that they believed
would be the best course of action with the one-time grant provided. A
two-step mixed-methods approach was proposed by the institutions to
better understand the issues/challenges faced by students with disabilities
(a faculty/staff interview, and an online student survey), and the possible
options available to address those challenges.

When asked about the plan to disclose their disability to an employer,
students (n = 91) equally answered yes (36.3%), no (28.6%), and maybe
(35.2%). Similar answers resulted from the question of whether or not the
student had concerns due to their disability, about entering the workforce.
Many students answered yes (54.9%), some maybe (25.3%), and less had
no concerns (19.8%). When asked to reflect on what those concerns were
42.4% of students reported that they felt they may not be hired, 40.2% felt
concerned about having to ask for accommodations in the workplace, and
37.0% felt concerned about being discriminated against.

METHODS

The contrast of perspectives between that of the interviewees and the
students was relatively minor.

A harmonized ethics review which included all three institutions had been
completed prior to the project commencement. Guided by the literature, a
series of 32 questions were developed that would be asked of the
faculty/staff interviewees during an hour and a half (1.5) long in-person, or
over-the-phone interview of staff and faculty. The development of the
student survey was influenced by both the reviewed literature, and the
participating institution’s (Camosun College (10), Selkirk College (5) and
the Justice Institute of British Columbia (5)) twenty faculty and staff
interviewee themed responses. Potential participants included all students
registered with the disability resource centre for the academic years 2012,
2013 & 2014 in trades and technical programs – defined by ministry
reporting code requirements – classification of instructional program.

RESULTS

Twenty faculty/staff were interviewed in proportions equal to FTE of each
participating institution. The results of the student survey produced 92
participants across all three institutions of the 1137 students identified, or
provided an 8% response rate. The number of emails that bounced back
as undeliverable were 19, and 17 participants started the survey, but
ultimately did not complete it. Only one participant requested an
alternative over-the-phone method of participating in the survey. The
mean age of all student participants was 34 years old.

APPLICATION

Five recommendations come as a result of this multi-institutional review of
barriers, and gaps in service for students with disabilities. Although, most of
the interviewees noted that most students were disclosing their disability
after the start of the program, while the student data did not support this
observation. Nearly eighty percent (77%) of students disclosed their
disability either when they applied, or between the time that they applied
and the beginning of the program.
Recommendations
Explore student transition-to-work workshop models for purchase or
development & implement.
Review clarity of process for a student to disclose disability & establish
accommodations at each institution prior to beginning of program – Explore
& implement necessary changes.
Establish mental health resources available & review clarity of mental
health resources available to students at each institution.
Explore specialized disability training modules for staff and faculty –
Purchase/develop & implement training as mandatory.
Explore informational campaigns targeting non-disabled students –
Purchase/develop & implement.

JUSTICE INSTITUTE OF BRITISH COLUMBIA