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Study 1 analyzes structured interviews from 156 campus disability-support professionals, while Study 2 includes 40 professionals in Quebec’s Francophone CEGEP system. Findings show specialized adaptive equipment is common, with loan programs rated highly effective. Service providers emphasize gaps in knowledge, student preparation, accessible teaching materials, and expanded support for adaptive hardware and software. Recommendations apply universal design principles for technology integration in postsecondary education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/accessible-computer-technologies-for-students-with-disabilities-in-canadian-higher-education-volume-292-spring-printemps-2003/597675/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/accessible-computer-technologies-for-students-with-disabilities-in-canadian-higher-education-volume-292-spring-printemps-2003/597675.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What do the two studies examine?","Question",{"text":112,"@type":113},"They examine how Canadian colleges and universities address the availability and access of new computer and information technologies for individuals with disabilities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants recruited in Study 1 and Study 2?",{"text":117,"@type":113},"Study 1 used structured interviews with 156 professionals who provide disability-related supports on campus. 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Fichten  \nJennison V. Asuncion  \nChantal Robillard  \nMyrtis E. Fossey  \nMaria Barile  \nAuthors Catherine Fichten, Ph. D. teaches psychology at Dawson College, where s he also co directs the Adaptech Research Network. She is also a clinical psychologist at the Jewish General Hospital in Montreal and is Associate Professor of Psychiatry at McGill University . Jennison Asuncion, [M.A. is](M.A. is) a Project Manager with BMO Financial Group Institute for Learning in Toronto. He co directs the Adaptech Research Network at Dawson College in Montreal at a distance. Maria Barile, [M.S.W. co](M.S.W. co) directs the Adaptech Research Network at Dawson College in Montreal. She is a social worker and an activist in the disability community . Myrtis E. Fossey, M.A. is a psychologist and long time researcher with the Adaptech Research Network. Chantal Robillard, [M.A. is](M.A. is) long time researcher with the Adaptech Research Network. She is also a Ph. D. student in Anthropology at Université de Montréal. All authors can be contacted as follows : Adaptech Research Network Dawson College 3040 Sherbrooke West Montreal, QC, H3Z1A4 Canada Tel.514.931.8731\\#1546 e mail [adaptech@dawsoncollege.qc.ca](adaptech@dawsoncollege.qc.ca)  \nAbstract  \nTwo studies explored how well English and French speaking colleges and universities in Canada address availability and access to new computer and information technologies for individuals with disabilities . In Study 1, 156 professionals who provide disability related supports on campus responded to structured interview questions . In Study 2, 40 professionals who work in Quebec 's Francophone junior/community college system (CEGEP) participated. Results showed that most institutions had specialized adaptive computer equipment, though colleges were less likely than universities, and loan programs providing adaptive computer equipment were seen as very effective . Respondents believed they were not very knowledgeable about adaptive computer technologies and those from Francophone institutions scored lower than from Anglophone institutions . The needs of students were seen as moderately well met, with Francophone respondents more favorable than Anglophone . Respondents from Anglophone universities expressed different needs than those from Anglophone colleges or Francophone institutions . Disability service providers wished students were better equipped and prepared for the postsecondary experience, computer based teaching materials used by professors were more accessible, and more extensive support services for adaptive hardware and software available . We provide recommendations based on universal design principles that are targeted at those involved in technology integration in postsecondary education.  \nRésumé  \nDeux études ont été menées afin d’évaluer la façon dont les collèges et les universités du Canada, tant anglophones que francophones, gè rent la mise à disposition et l’accessibilité des ordinateurs et des nouvelles technologies de l’information aux personnes souffrant d’un handicap. Dans la première étude, 156 professionnels fournissant des ressources pour personnes handicapées aux campus ont ré pondu aux questions d’une entrevue structurée . La seconde étude a porté sur 40 professionnels qui travaillent au sein du systè me des collèges pré universitaires/communautaires francophones du Québec (CEGEP) . Les résultats ontdémontré que la plupart des institutions possèdent des équipements informatiques spécialisés et adaptés, bien que cela puisse êtremoins vrai des collèges que des universités, et que les programmes de prêt pour l’acquisition d’équipements informatiques adaptés sont jugés très efficaces . Les personnes interrogées pensaient qu’elles ne connaissaient pas très bien les technologies informatiques ada","cbCaieCmPKkPy96d","https://ap.wps.com/l/cbCaieCmPKkPy96d","pdf",581245,14,"English","# Abstract\n## Introduction\n## Study findings\n## Recommendations","[{\"question\":\"What do the two studies examine?\",\"answer\":\"They examine how Canadian colleges and universities address the availability and access of new computer and information technologies for individuals with disabilities.\"},{\"question\":\"How were participants recruited in Study 1 and Study 2?\",\"answer\":\"Study 1 used structured interviews with 156 professionals who provide disability-related supports on campus. Study 2 involved 40 professionals working in Quebec’s Francophone CEGEP junior/community college system.\"},{\"question\":\"What are the main recommendations in the document?\",\"answer\":\"The document provides recommendations based on universal design principles targeted at those involved in technology integration in postsecondary education.\"}]","Accessible Computer Technologies for Students With Disabilities in Canadian Higher Education - Volume 29(2) Spring / Printemps 2003 | PDF",1792085481,35]