typically implemented them on their own. Only a few of the participants (n = 4, 10%) had used Career Services or other campus placement agencies in their efforts to secure employment.
Although the results underscore the need for technology training for college students with disabilities, the respondents were quite confident in their abilities to accommodate disability-related limitations on the job (see Table 1 for ratings). On a global satisfaction rating (5 = very satisfied), the average rating of satisfaction with ability to accommodate disabilities at work was 4.03 (SD = 1.13). Similarly, respondents believed that they could cope with a variety of tasks related to implementing accommodations at work. On a 1 - 5 scale (1 = not very sure to 5 = very sure), average ratings ranged from 3.6 to 4.00 on seven different tasks consistent with accommodation seeking recommendations in Title I of the ADA. Participants were most confident in their abilities to identify accommodation needs and evaluate the effectiveness of on-the-job accommodations, and they were least confident in their abilities to communicate directly with their employers (e.g., request that employers review their accommodation needs and negotiate with their employers regarding implementation of accommodations).
Using a 1- 5 rating scale, respondents reported a moderate knowledge of the employment provisions in Title I of the ADA (M = 2.92, SD = 1.29). Apparently, this amount of knowledge is sufficient to support their confidence in their accommodation seeking abilities. At the same time, the results suggest that the participants need additional information on their legal rights; this finding is consistent with other research (Stageberg, Fischer, & Barbut, 1996; Thompson & Dooley Dickey, 1994).
Selected relationships among the variables on the technology survey were examined to learn more about factors affecting the participants' confidence and self-efficacy in the accommodation process. The first set of relationships addresses variables related to overall satisfaction with one's ability to accommodate disability on the job. The second set of relationships addresses factors related to students' confidence in their abilities to perform specific tasks involved in identifying and implementing accommodations.
Satisfaction with ability to accommodate one's disability on the job. Student ratings on the satisfaction item were positively and significantly correlated (N = 38, p < .05) with confidence ratings on 5 of the 7 accommodation tasks. Students who were more satisfied with their ability to accommodate disability on the job were also more confident that they could identify their accommodation needs (r = .57), request a review with their employer (r = .47), negotiate with the employer in implementing accommodations (r = .34), evaluate the effectiveness of on-the-job accommodations (r = .35), and participate in all phases of the accommodation process (r = .34).
Confidence in performing accommodation implementation tasks. The participants' ratings of the level of "technology" knowledge and assistance provided by their faculty