Experiences of sexual assault and rape among college students with disabilities

Objective and Methods: The study examined sexual victimization among college students with disabilities (n = 187) using an online survey at a large southern university. Students reported one or multiple disabilities: physical disabilities, Attention Deficit Hyperactivity Disorder (ADHD)/Attention Deficit Disorder (ADD), learning disabilities, and emotional disabilities, with most students reporting more than one disability. Results: Overall, 71% of the sample experienced one or more types of lifetime sexual assault and/or rape, and 51% reported sexual victimization since attending the university. There were no significant differences in experiencing sexual assault and/or rape between students with one disability compared to students with more than one disability. Conclusions: Considering the high rates of sexual victimization among students with disabilities, and the dearth of research focusing on the context of sexual assault in this population, future research and research-based prevention initiatives are needed. Findings can inform future prevention efforts to address sexual violence among students with disabilities on campuses.

A one-year follow-up study of changes in social media addiction and career networking among college students with disabilities

OBJECTIVE

This one-year follow-up study examined the changes of impact of using social media among college students with disabilities from the initial survey.

PARTICIPANTS

193 students completed the follow-up survey of the 341 who agreed to participate.

METHODS

Paired t-test compared the changes in social media usage between the two surveys. Multiple linear regressions examined the relationship of social media use variables and social media addiction, career networking, disability subtypes between the two surveys.

RESULTS

The daily average time spent on social media remained similar over one year. However, the level of social media addiction increased, especially among male students. One positive change was that students spent more time using social media for career networking purposes.

CONCLUSION

Public awareness and education of social media addiction should be raised. Additionally, students could benefit from being guided and encouraged to use social media for positive activities such as career networking.

Social media use and academic, social, and career development among college students with disabilities

OBJECTIVE

This study explores the use of social media and its impact on the college life of students with disabilities.

PARTICIPANTS

341 college students who identified as having disabilities were recruited from two universities in the Northeastern United.

METHODS

Multivariate multiple regression models examined the relationship between social media use and academic achievement, social connectedness, and work preparedness.

RESULTS

The findings indicate that students' GPA was not associated with any social media use variables, but the time spent on using social media was negatively associated with the work hope and social connectedness. Social media learning was positively associated with work preparedness and social connectedness.

CONCLUSIONS

The study findings suggest that social media used for learning purposes can have a positive impact on career and social development among college students with disabilities. However, the time spent for non-learning purposes did not show positive benefits.

What Happened Next? The Experiences of Postsecondary Students With Disabilities as Colleges and Universities Reconvened During the Pandemic

COVID-19 caused nearly every college and university in the United States to rapidly shift to remote learning during the spring 2020 semester. While this impacted all students to different degrees, students with disabilities (SWD) faced new challenges related to their mental health, the accessibility of their instruction, the receipt of accommodations, and their interactions with faculty and student support personnel. Literature is emerging that describes the experiences of SWD during the spring 2020 semester and the swift change to remote learning. However, little is currently known about what followed for these students. The present study builds from a prior investigation of SWD during the spring 2020 semester and examines student experiences and perceptions during the 2020–2021 academic year. Eighty-eight SWD from colleges across the United States completed an instrument that contained a mix of demographic, yes/no, Likert scale and open-ended items. Responses revealed most items related to accessing services and instruction showed no improvement from the spring 2020 semester, and that items related to mental health, motivation to learn, and connections with peers were perceived as worse than in spring 2020. Open-ended responses revealed similar themes, with some students describing no improvements, and others noting that accessibility service offices and faculty provided enhanced methods of communication and support. Implications for practice and future research are presented.