The Roadmaps students are a small subset of several hundred ENTRY POINT! students, whose geographical, educational, disability, and accommodation information would expand these appendices even further.
The information in the appendices was gathered in early spring 2001 and does not include later decisions about graduate studies and/or employment.
Home states of the Roadmaps students
Legislation lets things happen, but each community, school district, college, and university implements the laws at a different pace and in a different way. The ENTRY POINT! and ACCESS programs found that in recruiting, there were no "good" or "bad" states for students with disabilities. More populous states, which had more students, usually had more students with disabilities. However, families, mentors, assistive technology, and persistence overrode all other factors, including geography.
Undergraduate and graduate colleges and universities attended by the Roadmaps students. Several students attended more than one school.
Recruiters from companies and government agencies often assume that a critical mass of students with disabilities will be found in certain postsecondary institutions. Quite the opposite is true. A few schools do offer support services focused on a particular disability. However, the Roadmaps students, and indeed all the students identified by the ENTRY POINT! program, study in every type of postsecondary institution - large, small, public, and private, as seen below.
Major fields of the Roadmaps students
For many years in America, students with disabilities, if they attended schools, went to special institutions. Many were programmed into fields that were seen as appropriate to them. Students who were deaf were often trained to be linotype
operators, because they would not be bothered by the noisy printing environment. Students who were blind were taught to cane chairs and, in some instances, to tune pianos. Students with mobility disabilities did not have much luck at all in attending high school or college, because most of the schools had grand staircases outside and narrow stairs inside.
Some progress was made when state vocational rehabilitation counselors offered financial support for certain students with disabilities to enroll in college. Social work and counseling were the majors that usually received the stamp of approval. There was little understanding of a need for graduate education in the sciences and thus a restricted vision of how far students with disabilities could go. It took another generation for students to make independent career choices and major in fields that would allow them to enter the competitive U.S. economy. The Roadmaps students are clearly of the new generation.
Home | Site Map
Profiles: Assistive Technology | Persistence | Beyond All Expectations | Late Diagnosis | The Golden Door | Informal Science and Popular Culture | The Pinball Effect | Families
Additional Materials: The Roadmaps Game | Afterward | Students' Backgrounds | Assistive Technology | Notes on Disabilities | 1990s Profile of Disabled Disabilities in Higher Education | Acknowledgments | References
Copyright © 2001-2002 American Association for the Advancement of Science. All rights reserved.
1200 New York Avenue NW
Washington, DC 20005
Tel: 202/326-6630 (v/tdd)
Web site design by two rivers.