Nature of the Problem Addressed

As a result of the increasing number of students entering post secondary education, disability support service offices across the nation are faced with providing more varied and specialized services to meet this demand. The amount and type of support services offered cover a wide spectrum and often vary from campus to campus. (Getzel, Stodden, & Briel, 2001). In most instances, however, very little systematic planning has been done in the development of services provided in higher education institutions across the country (Anderson, 1998; Norlander, Shaw, & McGuire, 1990). Even though there is a wide array of supports being used to accommodate students with disabilities, there is not a body of knowledge within the postsecondary education and disability field that addresses the question of which specific accommodations are appropriate for students and under what conditions these accommodations are applied (Anderson, 1998; Eichhorn, 1997; NCSPES, 2000). One concept that needs further study in higher education is a supported education model for students with disabilities. Students serve