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.
Article
Higher Education and Disability: A Systematic Review of Assessment Instruments Designed for Students, Faculty, and Staff.
USF St. Petersburg campus Faculty Publications
Document Type
Article
Publication Date
2018
Disciplines
Abstract
Language
en_US
Publisher
American Psychological Association
Creative Commons License
Creative Commons Attribution-Noncommercial-No Derivative Works 4.0
Citation Information
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
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.