Catherine Fichten | McGill University (original) (raw)

Papers by Catherine Fichten

Comparison of CRC Scores of Registered and Unregistered Graduates With Disabilities 5.1 Graduates... more Comparison of CRC Scores of Registered and Unregistered Graduates With Disabilities 5.1 Graduates With Disabilities-Registered vs Unregistered 5.2 Graduate CRC By Disability Type and Service Registration 5.3 Summary-Graduates With Disabilities-Registered vs Not Registered 6 Differences in CRC Scores by Disability Type 6.1 Effect of Disability Type-All Graduates With Disabilities 6.2 Registered Graduates With Disabilities-Graduates With LD/ADD and Other Disabilities 6.3 Unregistered Graduates With Disabilities 6.4 Summary-Comparisons by Disability Type 7 Comparison of CRC Scores of Graduates With and Without Disabilities by Sex 7.1 Sex Difference in CRC Scores 7.2 Sex Differences in CRC by Registration Status 7.3 Sample Source and Gender Differences in CRC Scores of Graduates With and Without Disabilities 7.4 Summary-Comparison of Male and Female Graduates With and Without Disabilities 8 Relationship of Secondary V Averages to CRC Scores of Graduates 8.1 Regression Model-Secondary V Average and CRC 8.2 Secondary V Average and CRC Scores-Graduates With and Without Disabilities Table of Contents Con't Page 8.3 Summary-CRC Scores and Secondary V averages 9 Cegep Experience and CRC Scores 9.1 Method and Sample Description-Cegep Experience and CRC Scores 9.2 Comparison of the 2004 and Cegep Experience Questionnaire 9.3 Comparison of CRC by Disability Group and Registration Status 9.4 Calculating the Index of Difficulty 10 Graduate Cegep Experiences and Service Registration 10.1 Service Registration and Index of Difficulty (IDF) 10.2 CEQ Variables-Differences in Means Between Registered and Unregistered Graduates 11 CRC Scores-Relationship to Index of Difficulty 12 Cegep Experience Variables Related to Higher CRC Scores 12.1 Correlation of the CRC With the Index of Difficulty 12.2 CRC and CEQ Variable Correlations-All Graduates 12.3 CRC and CEQ Variable Correlations-Graduates With Disabilities 12.4 Regression Model-CRC and CEQ Variables 12.5 Relationship Between the Secondary V Average and the CEQ Variables 13 Relationship Between CRC, Secondary V Average and CEQ Variable Scores 13.1 All Graduates-Relationship Between CRC, Secondary V Average and CEQ Variables 13.2 Graduates With Disabilities-Relationship CRC, Secondary V Average and CEQ Variables ______________________________________________________________________________________ Executive Summary Cegep Graduates With Disabilities College Exit (CRC) Scores of Graduates Registered for Disability Related Services Compared to Non-registered Graduates and Graduates Without Disabilities

Human Resources Development Canada, Hull (Quebec). Office of Learning Technologies. ISBN ISBN-2-9... more Human Resources Development Canada, Hull (Quebec). Office of Learning Technologies. ISBN ISBN-2-9803316-4-3 PUB DATE 1999-00-00 NOTE 325p.; Product of Adaptech Project (Dawson College) conducted in partnership with the National Educational Association of Disabled Students (NEADS). Some appendixes are in French.

TITLE Accessibility of Campus Computers: Disability Services Scale (ACCdss) v.1.0 = Accessibilite... more TITLE Accessibility of Campus Computers: Disability Services Scale (ACCdss) v.1.0 = Accessibilite des technologies au campus: echelle des services pour etudiants handicapes v.1.

Réseau de recherche Adaptech, 2003

In an archival study the academic outcomes of 653 Dawson College students with and 41,357 without... more In an archival study the academic outcomes of 653 Dawson College students with and 41,357 without disabilities were compared over a 12 year period starting in 1990 and ending in 2002. Results indicate that students with both physical and learning disabilities had graduation rates that were virtually identical to those of non-disabled students, although students with disabilities took approximately one semester longer to graduate. When average grades and course pass rates were examined, students with disabilities generally did at least as well, and in some cases significantly better than their non-disabled peers. The overall trend for grades and course pass rates was for students with learning disabilities/attention deficit disorder (ADD) to have similar or slightly poorer outcomes than the non-disabled sample, and for students with all other disabilities to have slightly superior outcomes. Males had poorer results than females with respect to all indicators. This was true for students both with and without disabilities. Preamble The academic outcomes of 653 students who made a request for disability related services at Dawson College (students with disabilities) were compared to those of 41,357 students who did not make a request for services (non-disabled students). Dawson College is a junior / community college (public cegep) located in downtown Montreal. It offers diplomas (DEC: Diplôme d'études collégiales) in two year pre-university programs (pre-university sector-courses of study such as health science and social science) and three-year career programs (courses of study such as nursing and mechanical technology). It also offers preparatory sessions as well as continuing education courses.

Diplomés de niveau collégial ayant des incapacités Étude comparative des résultats de la cote de ... more Diplomés de niveau collégial ayant des incapacités Étude comparative des résultats de la cote de rendement scolaire (CRC ou « cote R ») chez les diplômés sans incapacité, diplômés ayant des incapacités inscrits aux services spécialisés et ceux non inscrits à ces services

International Journal of Higher Education, 2018

This study’s goal was to compare aspects related to academic persistence of two groups of college... more This study’s goal was to compare aspects related to academic persistence of two groups of college students with non-visible disabilities: 110 Canadian two and four-year college students - 55 with mental health related disabilities and 55 with Specific Learning Disorder (LD). Results show that students with mental health related disabilities were less likely to intend to graduate than students with LD. Students with mental health disabilities were also older, more likely to be female, to have worse personal circumstances and to feel more socially isolated on campus. They were also less likely to be enrolled in their first choice program or to be registered for campus disability related services than students with LD. Different variables predicted intention to graduate for the two groups. This is a key finding in helping students in these two groups successfully graduate, as they may have different academic, social, personal and accommodation needs. Recommendations are made about how ...

This project was funded by PAREA and carried out in partnership with the Association québécoise d... more This project was funded by PAREA and carried out in partnership with the Association québécoise des étudiants ayant des incapacités au postsecondaire (AQEIPS), the National Educational Association of Disabled Students (NEADS), the Service d'aide à l'intégration des élèves (SAIDE-Cégep du Vieux Montréal), and le Services aux étudiants handicapés du Cégep de Sainte-Foy. We are grateful for the assistance and support and extend our most grateful thanks to our partners. Many other groups, organizations, funding bodies and, most of all, people, contributed to the successful realization of this project. Indeed, it is difficult to know where to start acknowledging the help and support we have received, and perhaps even more difficult to know where to stop. First and foremost, we wish to thank all those who participated in the various phases of the research which forms the basis of this report: participants of the focus groups, the personnel responsible for providing services to students with disabilities who assisted us with the distribution of questionnaires and whom we interviewed, and all of the students who responded to our questionnaire. Without them, neither the research nor this report would have been possible. We are grateful for their candid comments and thoughtful responses. Their participation was crucial in benefiting not only those who are currently involved in higher education but, we anticipate, cegep students with disabilities, personnel who provide services to them, and all those working in this area for years to come.

20 PÉDAGOGIE COLLÉGIALE VOL. 22 N 5 – SPECIAL ISSUE – SUMMER 2009 An estimated 5% to 11% of posts... more 20 PÉDAGOGIE COLLÉGIALE VOL. 22 N 5 – SPECIAL ISSUE – SUMMER 2009 An estimated 5% to 11% of postsecondary students in North America have some type of disability, with colleges having a higher proportion of students with disabilities than universities ( Fichten, Jorgensen, Havel & Barile, 2006). In addition, recent information shows a dramatic increase in the number of students with disabilities in the CEGEPs (Bonnelli, 2008). For example, at Dawson College there are approximately 300 students registered to receive disability-related services from the college.

Canadian Journal of Higher Education, 2003

Results of a Canada-wide and a Quebec based study of students with a variety of disabilities in C... more Results of a Canada-wide and a Quebec based study of students with a variety of disabilities in Canadian postsecondary education are presented. Study 1 involved 156 professionals. They represent 80% of the population of professionals who provide on-campus disability support services. Results indicate that (1) 8% of postsecondary institutions reported not having any students with disabilities, (2) overall, 2% of students are registered to receive disability related services from their post- secondary institutions, and (3) this varies from 1/2% to 6% across the country. Junior/community colleges had a higher percentage of students with disabilities registered to receive disability related services (3 3/4%) than universities (1 2/3%). (4) Distance education had 3%. (5) Quebec has a smaller proportion of both college (2/3% vs 6%) and university (1/2%) vs 2 1/2%) students with disabilities than the rest of Canada. A targeted study involving 46 professionals who provide disability related...

Improving Accessible Digital Practices in Higher Education, 2020

This chapter provides context for the issues discussed throughout the book to justify why the iss... more This chapter provides context for the issues discussed throughout the book to justify why the issue of students with disabilities using technology to support their studies in higher education continues to be both important and problematic. To do this, the chapter: (1) reviews current statistics regarding enrollment and success of students with disabilities in higher education; (2) examines the role and prevailing use of

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 2003

Two studies explored how well English and French speaking colleges and universities in Canada add... more Two 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 un...

Review of Disability Studies an International Journal, Oct 13, 2014

Since data show that students with disabilities graduate from college at the same rate as their n... more Since data show that students with disabilities graduate from college at the same rate as their nondisabled peers, it is time to examine employment of recent graduates. Here we report on a trend toward higher levels of employment for college graduates who were integrated into "regular" educational settings since the 1990s. To illustrate this phenomenon, we summarize our findings of a study on graduates with and without disabilities at three Canadian junior/community colleges.

Online Submission, Jun 30, 2005

The objective of the research reported here was to start the process of developing a measure that... more The objective of the research reported here was to start the process of developing a measure that explores self-perceived individual and environmental correlates of successful and unsuccessful academic outcomes for Cegep (junior/community college) students with disabilities. The intent was to provide a measure for general use in all Cegep institutional evaluation activities. Here we summarize the findings related to the development of such a measure. This involved compiling and evaluating both French and English versions of the 31 item "Cegep Experiences Questionnaire." The measure uses 6-point Likert-type scaling and evaluates personal and environmental factors (both within and outside the Cegep) that students with disabilities may view as facilitating and/or hindering their academic progress. It is based on the PPH model (Processus de production du handicap). The current version of the measure is provided in the Appendix of the full report. The following activities were carried out: focus groups, analysis of open-ended questions, and psychometric analyses, including comparisons of scores of students with and without disabilities. The sample involved 138 current Cegep students and recent Cegep graduates with disabilities and 670 nondisabled Cegep students and recent graduates. Étudiant(e)s de niveau collégial ayant des incapacités College Students with Disabilities 9 9 for students with disabilities also caused difficulties. Nondisabled students noted a variety of obstacles including: difficulties with finances, holding a job, transportation problems, personal issues, high stress, and poor exam or assignment schedules. Development of the Cegep Experiences Questionnaire: Psychometric Evaluations And Hypothesis Testing Reliability. Two kinds of reliability were evaluated: temporal stability (test-retest) of single items, conceptual subscale, and total scale scores and internal consistency evaluations of subscale scores. In general, test-retest reliability for all items, subscales, and total scores was good, suggesting that scores on the Cegep Experiences Questionnaire have good temporal stability. The same is true for evaluations of the internal consistency of subscales. Relationships between Cegep Experiences Questionnaire scores and other variables. Even though validation was not part of the original scope of the present project we did conduct some preliminary validation and hypothesis testing. In general, individual items and total scale scores appear to have good validity. There are some difficulties with the validity of the conceptual subscales, however. We tried to use factor analysis to reformulate the content of the subscales. The findings on nondisabled graduates, the only sample large enough to permit this, suggest that only a minor adjustment to subscale composition is needed. We will examine the possibility of a different composition for subscales in the context of our ongoing study with larger samples.

Journal of Postsecondary Education and Disability, 2014

We examined aspects of the experiences of postsecondary students with various disabilities that f... more We examined aspects of the experiences of postsecondary students with various disabilities that facilitate higher grades and stronger intention to graduate. Specifically, we focused on experiences that could be modified by the student, the community, or the school. Self-reports of 611 junior/community college and university students with various disabilities show that the best predictors of intention to graduate were the absence of social alienation on campus, strong course self-efficacy, and school environment related facilitators (e.g., good schedule, positive attitudes of professors) as well as personal situation facilitators, such as having friends and high levels of personal motivation. In addition, students registered for campus disability-related services were more likely to intend to graduate as were full-time students. Intention to graduate and grades were only weakly related. Grades were best predicted by course self-efficacy. Stronger social self-efficacy and more personal situation and school environmentrelated facilitators were also related to better grades. Results also show that junior/community colleges are more "friendly" to students with disabilities than are universities (i.e., students feel less alienated and experience more school environment related facilitators). Recommendations are made based on the findings on aspects that can be modified to facilitate academic success.

The responses of 81 Canadian junior and community college students with disabilities were used to... more The responses of 81 Canadian junior and community college students with disabilities were used to develop and evaluate the Scale of Adaptive Information Technology Accessibility for Postsecondary Students with Disabilities (SAITAPSD). This is an 18-item self-administered tool that evaluates computing accessibility for and by students with various disabilities. The scale, a companion to the service provider version of the measure (Fossey et al., 2005), contains a total score and three empirically derived subscales: Adaptive Computer Availability and Support, Perceived Computer Competency, and New Computer Technologies. Results indicated that the three subscales account for 50% of the variability in total scores. Psychometric data showed good temporal stability and internal consistency for both the subscales and the total score. Validity data showed strong relationships between scores and key criterion variables as well as other measures of obstacles and facilitators to academic success. The scale may be used to evaluate an institution's information technology (IT) accessibility, provide empirical data to influence IT policy, and pinpoint areas of strength as well as areas for improvement, all from the perspective of students with disabilities.

The goal of the study was to determine the relative competitiveness in gaining access to universi... more The goal of the study was to determine the relative competitiveness in gaining access to university of graduates with and without disabilities, and to determine whether the ease with which graduates experienced aspects of their college environment was related to their college exit scores. We found that graduates who responded to surveys, whether they had a disability or not, had higher grades than graduates who had not completed any college questionnaires, a finding that needed to be taken into account when interpreting survey findings. We found that certain aspects of the college experience, some of which are within the control of the college, were associated with higher college exit scores. But, in the final analysis, apart from high school grades, it was the learner's level of motivation and study habits that most closely related to high grades upon graduation. For graduates with disabilities, disability related support services off-campus also related to higher college exit ...

Relations entre les notes des diplômés du collège et leur perception des obstacles et des facilit... more Relations entre les notes des diplômés du collège et leur perception des obstacles et des facilitateurs : la prudence s'impose. Montréal, Canada: Collège Dawson. Relations entre les notes des diplômés du collège et leur perception des obstacles et des facilitateurs : la prudence s'impose Copie de conservation en format électronique sur le serveur WEB du Centre de documentation collégiale (CDC).