Comprised of 40 recent university graduates who had registered for services from the Office of Campus Access (OCA; i.e., they had documented permanent disabilities), the sample consisted primarily of people ranging in age from 24 to 44 (M = 34, SD =10). Most of the participants (77%, n = 31) had received a bachelor's degree from the university. They obtained their degrees in the following academic areas: liberal arts (40%, n = 16), education (35%, n =14), business (17%, n = 7), agriculture and home economics (5%, n = 2), and architecture (2%, n =1). Including 24 women (60%) and 16 men (40%), the sample was predominantly white (92%, n = 37). About one-third (37%, n =15) of the group was married at the time of the interview. Individuals in the sample reported the following types of primary disabilities: physical disabilities (47.5%, n=19), learning disabilities (37.5%, n = 15), sensory disabilities (7.5%, n = 3), emotional disabilities (5%, n = 2), and speech impairment (2.5%, n =1). Sixty percent (n = 24) of the participants were employed, and 5 of the unemployed individuals reported that they were seeking employment. The majority (n = 8) of the remaining 11 unemployed participants were continuing their education. Only one participant reported being unemployed due to disability-related reasons.
Telephone interview development. Based on a review of relevant research (Carroll & Johnson-Bown, 1996; Coomber,1996; Tompson & Dooley Dickey, 1994) and their experiences in administering Project Career for college students with disabilities (Roessler, Rumrill, & Brown, 1994), the authors developed a structured telephone interview with questions pertinent to attitudes toward and experiences with technology use and accommodation planning in college. In particular, questions about the quality of technology training services addressed the deficiencies that students with disabilities reported in Coomber's (1996) focus groups, and the need for additional information on ADA Title I provisions documented in Thompson and Dooley Dickey's (1994) research.
Interview format. The first section of the interview addressed demographic and disability issues, including information about whether the students were currently employed, in graduate training, or seeking employment. Participants were also asked whether they experienced barriers in securing classroom and employment accommodations. In the second section of the survey, respondents described the nature and quality of technology and accommodation services they received. Students described their perceptions of their academic advisor's help with technology needs, the amount of technology training and learning they experienced while in college, their evaluation of different types of accommodations used in college, and the satisfactoriness of information about their rights and responsibilities under the ADA. The interview closed with questions about participants' satisfaction and self-efficacy levels regarding specific tasks involved in identifying and implementing on-the-job accommodations, a deficiency area that was previously notified by Thompson and Dooley Dickey (1994).