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Higher Education and Disability: A Systematic Review of Assessment Instruments Designed for Students, Faculty, and Staff.
Document Type
Article
Publication Date
2018
ISSN
1938-8926
Abstract
In this study, the literature in disability and higher education was examined, with a specific focus on assessment instruments. Published articles (n _ 203) on development of new or refinement of existing instruments were reviewed for traits measured and psychometric rigor reported. Findings showed instruments are intended for professionals and students, and of the student instruments, broad categories are academic, nonacademic, and specific to a disability diagnosis. Not all instruments are limited to students with disabilities; many of the reviewed instruments can be utilized in higher-education settings on all students, faculty, and staff, regardless of disability. The implications of the findings undergird the urgency to prioritize disability as a facet of diversity within higher-education scholarship, and furthermore aid this prioritization by providing a catalogue of robust instruments to researchers and practitioners.
Language
en_US
Publisher
American Psychological Association
Recommended Citation
Lombardi, A., Gelbar, N., Dukes, L. L., III, Kowitt, J., Wei, Y., Madaus, J., Lalor, A. R., & Faggella- Luby, M. (2018). Higher Education and Disability: A Systematic Review of Assessment Instruments Designed for Students, Faculty, and Staff. Journal of Diversity in Higher Education, 11, 34-50. doi.org/10.1037/dhe0000027
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
Citation only. Full-text article is available through licensed access provided by the publisher. Published in Journal of Diversity in Higher Education. doi.org/10.1037/dhe0000027. Members of the USF System may access the full-text of the article through the authenticated link provided.