Model Questions

Demographics & Services

How many students who had IEPs pre-college matriculate to your institution?
How many students who had 504 Plans pre-college matriculate to your institution?
How many students with disabilities enter through conventional admissions processes?
How many students with disabilities enter through an alternative admissions process?
How many students with disabilities enter the institution annually?
What is your total enrollment of students with disabilities?
How many students with disabilities enter from home-schooling programs?
How many students with disabilities are enrolled full-time? Part-time?
How many students with disabilities are participating in dual/concurrent programs?
How many students are participating in distance learning programs?
How many students identify the following as reasons for choosing an institution: financial support offered, specific program, perceived supportive environment, other?
How many students receive support from the Illinois Division of Rehabilitation Services?
How many students receive funding from the following sources: Pell grants, academic scholarships, athletic scholarships, talent awards, other (specify)?
How many students received disability support services over a given year?
What support services are provided to each student with a disability?
How often do students participate in transition preparation: career fairs/events, internships, etc.?
How many students attended skills trainings this past year (provided outside the disability support service unit) of the following types: information technology use, computer technology use (software/hardware), study skills, job interview skills?
How do withdrawal rates compare for students with disabilities and cohorts without disabilities?
How many enroll in 2yr programs after having been enrolled at other 2yr institutions?
How many enroll in 2yr programs after having been at a 4yr institution (reverse transfers)?
To what extent is architectural inaccessibility a barrier for students?
To what extent are design factors in IT barriers to students?
What did students report as unmet disability service needs?
What did students recommend to enhance disability access and support?

Satisfaction

How satisfied were students with non-academic campus programs related to climate (fraternities/sororities, campus rec., athletics, student govt., music/art/cultural events, etc)?
How satisfied were students with the disability support services received?
How satisfied were students with the accessibility admissions process this past year?
How satisfied were students with the accessibility of the new student orientation programming?
How satisfied were students with access afforded in their chosen field of study/major?
How satisfied were students with access afforded in classes outside of their chosen field of study/major?
How satisfied were students with the knowledge of instructors regarding disability support services, and willingness to implement supports?
How satisfied were students with ancillary student service programs (e.g., housing, counseling services, career services, health services, financial aid, community/campus transportation, etc)?

Climate & Accessibility

What number of faculty attend trainings/workshops on disability issues and accommodations yearly?
How often are faculty trainings/workshops on disability issues/accommodations held?
How often do faculty/staff request information/consultation from disability support service personnel on student accommodation issues?
How many faculty made accessibility related curricular/instructional changes in their classrooms over the past year?
What percent of faculty are informed of responsibilities regarding disability issues in the classroom?
How many internal/external grievances on disability issues have been filed over the past year?
How many of these filings were upheld? Dismissed? Under review?

Learning Outcomes

What were the self-reported learning outcomes of students with disabilities this past year, (executive skills, disability management and self-advocacy)?
Did students with and without disabilities who graduated/completed their programs of study this past year assess their skills as adequate in such areas as: self-management, use of information technology, accessing and synthesizing information, communicate effectively, other?
How many times did students with disabilities change majors/programs of study over the course of their enrollment?
What were the academic demographics of students with and without disabilities who exited your institution this past year (e.g. major/minor/program of study, exiting GPA)?
How many students with Developmental Delay failed to meet the minimum performance requirements of academic courses this past year?
What are the graduation/completion rates of students with and without disabilities who enroll at your institution?
How many years do students with disabilities require to complete their programs/degrees compared to students without disabilities?

Employment Outcomes

How many students with disabilities received a job offer prior to graduation this past year compared to students without disabilities?
How many students with disabilities accepted a job offer prior to graduation this past year compared to students without disabilities?
On average, how soon after graduation do your alumni with disabilities obtain their first job compared to alumni without disabilities?
How many graduates/program completers with disabilities pursue additional education within a year of graduation compared to graduates/completers without disabilities?
How many graduates/program completers with disabilities obtain employment within a year of graduation compared to graduates/completers without disabilities?
In comparison to their peers without disabilities, how many graduates/program completers with disabilities who obtain employment within a year of graduation are employed full-time for pay; part-time for pay?
In comparison to their peers without disabilities, how many graduates/completers with disabilities who obtain employment within a year of graduation/program completion are employed in fields related to their programs/majors?
How do the average salaries of graduates/completers with disabilities compare to those of their peers without disabilities within a year of graduation or program completion?
Compared to their peers without disabilities, how satisfied are alumni with disabilities with their current employment?

Institutional Disability Structure

What is the annual expenditure for each institution for disability support services?
What are the income sources for disability services at each institution?
How many personnel are employed in disability support services and what is their expertise or function?
What is the FTE (full time equivalent) of professional staff and nonacademic staff by area of expertise and/or function?
How many volunteers are utilized in the coordination and provision of services?
How many students are employed in disability services ?

Instruments

To maximize the efficiency of the metrics model, the research team opted to incorporate the instruments already in use by IBHE institutions wherever possible. In some cases, instruments come from external organizations, such as the Cooperative Institutional Research Program. Other instruments were developed by individual institutions.

The research team will develop disability specific items to be included in each of the aforementioned instruments to accommodate disaggregation. In addition, specific instruments are being developed to gather information on institutional mechanisms for disability service provision and on the experiences of students who have registered for disability services.

Model Questions

Instruments

Instruments (Microsoft Word files)