According to Wilson et al. (2000) the selection of a disability friendly campus is critical to their long term success. Research suggests that students with disabilities find than even on campuses where there is a deliberate focus on providing better services with disabilities and protect their well-being are actually viewed by students with disabilties as unwelcoming (Wilson et al., 2000). There is something more important that just providing services. The important questions is whether or not the campus environment is support of learning ... and not just overall learning, but learning geared to all individuals (Upcraft & Shuh, (1996).
From qualitative interviews with the students I communicated with as well as qualitative interviews conducted by Jacqueline Low (1996) students, depending on the institution and the disability, do not always seen the campus culture as inviting. I think this depends less on the institution type (though public tend to have more services...) and more on the institutional mission and who the institutional is choosing to serve. Of the students I interviewed with mental illness, most felt that the campus was inviting to students, but hinted at the worry to tell their friends about their illness because of what they might think. I think this shows that there is still a definite stigma on students with mental illness that is starting to become diluted with services becoming easily access sable and readily advertised. The environment at Kent State, tends to be more open to students with mental illness than BGSU and UT. There was also a definite focus on the students' interaction with faculty, and when it was a positive one, their overall view of the campus culture seemed to be more positive (again, the importance of an accepting human aggregate as part of the faculty and staff is very important. (B. Smith, email communication, November, 2011; K. Smith, email communication, November, 2011; S. Smith, email communication, November, 2011). Eudaly (2002) also reported that there faculty are often scared when they find that they have students with mental illness in their classes. That being said, faculty needed to be better informed on mental illness because this stereotype causes a unwelcoming campus climate.
Interviews with students with learning disabilities tended to be more on the negative side. Although some felt they received the services they needed. For Ashley, she wasn't aware of the services given at Owens Community College. Although she didn't have any negative stereotypes connected to have a learning disability (at least at this time, she is very new to the institution) the fact that the people that met with her before me never referred her to disability services showed that they didn't have a conversation with her to figure out what her interests and needs were. Eric on the other hand talked about the negative feelings he got when he told people he had a learning disability and he felt judged when going in and asking for help. This type of climate isn't good because he isn't going to receive the help he needs, and feels judged by the outside community which may hinder his self worth and self esteem. Lindsey on the other hand seems to be getting everything she needs from her institution and doesn't feel out of place. She feels that people may view her as stupid, much like Eric, but because of the services and help she receives, I don't think is negatively affecting her as much as it affects Eric. For me, I'm think it was great to get answers from people at 3 different institutions, Lourdes, being the smallest, seemed to help the students the most rather than BGSU and Owens which are bigger public institutions. For people with learning disabilities, it is more about hiding the disability from others which may come with its own set of problems (not receiving the help if they don't make it apparent) where as students with physical disabilities are pointed into the direction of disability services as soon as they get to the institution. (A. Smith,personal communication, October, 2011; E., Smith, email communication, October, 2011; L., Smith, email communication, October, 2011)
Students with physical disabilities experience the campus culture/climate differently than those with learning disabilities and mental illness because their disability is visible, or becomes apparent quickly (deaf or blind). Low (1996) explains that the visible nature of a student's disability can constrain relationships that they have with others. In my communication with Rob, I found myself making eye contact with the interpreter more-so than the student. I found myself feeling uncomfortable talking with Rob, because to communicate with me, he had to speak with the interpreter. Perhaps because he made eye contact with the interpreter, I choose to do the same... but I don't think that's the case. Rob was so used to other people speaking through the interpreter and making eye contact... to feel safe, he did the same. With students with physical disability, they want to appear as normal as possible and may often want to be treated normal so much that they forget about their disability (Low, 1996). But it isn't always productive to do this and can be detrimental to the student.
Wilson, K. Getzel, E., & Brown, T. (2000). Enhancing the post-secondary campus climate for students with disabilities Journal of Vocational Rehabilitation, 14, 37-50.
A. Smith (personal communication, October, 2011)
B. Smith (email communication, November, 2011)
E. Smith (email communication, October, 2011)
K. Smith (email communication, November, 2011)L. Smith (email communication, October, 2011)R. Smith (personal communication, September, 2011)
S. Smith (email communication, November, 2011)
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