the full participation of students with disabilities in the same programs and activities available to non-disabled students" (Jarrow, 1991, p. 1).
Of course, under the provisions of Section 504 and Title II of the ADA, students must take the initiative to disclose their disability status, provide proper documentation, and request appropriate accommodations. The burden of creating an accommodated educational experience does not fall solely on students with disabilities. Institutions have responsibilities as well. Postsecondary institutions must inform students of their rights and responsibilities. As Torkelson, Lynch, and Gussel (1996) stressed, "Students have the right to nondiscrimination, meaningful access, individualized assessments, effective academic adjustments and aids, and confidentiality" (p. 352).
According to Kroeger and Schuck (1993), "effective academic adjustments and aids" include auxiliary supports, such as note-takers and interpreters , as well as assistive technology, such as reading machines and voice activated computers. To date, evidence suggests that auxiliary aids are far more often used as academic accommodations for disability-related limitations than are different types of assistive technology. In a recent survey of disability support service programs, Carroll and Johnson-Bown (1996) found that campus service providers were providing students with disabilities with only minimal assistance in terms of assistive technology. Thompson and Dooley Dickey (1994) further documented the need for critical technology training services for students with disabilities, including orientation to legislative protections, assessment of assistive technology needs, training in the use of assistive technology, and access to aids and devices for classroom use.
Based on comments gathered in focus groups with students with disabilities, Coomber (1996) reported specific student concerns about the technology training services. Students with disabilities reported training services. Students with disabilities reported that they were not informed about new technology and its availability. Because of lack of training and support, they believed they were unprepared to benefit from technology. Moreover, they experienced confusion regarding whom to contact for technology assistance on campus, as well as the nature of personal and institutional responsibilities in the accommodation seeking process.
The lack of (a) education on civil rights legislation, (b) technology needs assessment, (c) technology training services, and (d) access to assistive technology has ramifications beyond the college years for students with disabilities. Without technology-related information and services during college, students are less likely to succeed in their transition in to the world of work (Satcher, 1995). For example, they may not know what they have the right to request a reasonable accommodation following the job offer and the right to request that employers review their accommodation needs following employment (Thompson & Dooley Dickey, 1994). In addition, they may not have knowledge of the wide range of assistive technology available to them and the proper steps to transfer the use of such technology to the workplace (Rumrill, Gordon, & Roessler, 1993). As Satcher (1995) found, successful college graduates with learning disabilities tended to know about (a) civil rights protections under the ADA, and (b) technology needs and solutions in the workplace. Unfortunately, observers have noted that there is very little