Academic Advisors’ Experiences and Needs Working with Students with Disabilities: A Case of Chiang Mai University Academic Advisors and Students with Disabilities

Abstract

                The purposes of this research study were to examine 1) advisors’ experiences and needs working with students with disabilities, including awareness of disability issues, individuals’ comfort levels when dealing with various types of disabilities, concerns about students’ accessibility of advisement services, training on disability laws and service provisions, secrets to advisors’ success, and sensitive issues, and 2) students’ learning challenges; relationships with advisors, professors, and friends; managing finances; health issues; and anxiety. The research instruments included 1) a questionnaire for advisors and 2) an open-ended questionnaire for students with disabilities, and 3) focus group forms for advisors and for students with disabilities. Data was collected and analyzed using frequency, percentage, and interpretative analysis. Questionnaires were distributed to 66 academic advisors, and 62 students with disabilities at 13 faculties. The return rates were 74.2% (n=49) from advisors and 90.3% (n=56) from students. The results showed that only 20.4% (n=10) of the advisors had taken a college course dealing with disabilities, while 89.7% (n=44) had never received training on the Education for Persons with Disabilities Act (2008) or relevant laws. Some advisors also reported knowledge of students’ disclosures of thoughts about suicide and self-harm. Most students reported having some difficulty in learning, making adjustments, accessing transportation, and having limited access to learning materials. The results suggested that improved advisor-student communication experience is vital in order to achieve and foster a better relationship which would ultimately lead to students’ learning success.