Analysis of Campus Disability Support Center Websites

Date & Time

Wednesday, March 20, 2024 - 11:20 AM PDT  

Location

Platinum 1  

Description

This comprehensive study delved into the intricacies of the university system’s disability service center (DSC) websites. The study conducted a content analysis of 23 campuses' DSC websites, shedding light on patterns, variations and key recommendations for improvement. The analysis encompassed two main aspects: the characteristics of DSCs in terms of organization decentralization and student services and the technical characteristics of their websites. This study found significant variation among the website, which calls for collaborative efforts among campuses within decentralized university systems to develop a standardized website template, balancing core information with campus-specific details. DSCs should expand their scope beyond basic services, addressing accommodations, training and community partnerships. Findings underscore the need for DSC websites to provide accurate, accessible and comprehensive information. Moreover, DSCs should prioritize website design, accessibility and user experience, drawing inspiration from exemplary campuses. By scrutinizing these dimensions, this research sought to enhance the accessibility and effectiveness of DSC websites, ultimately benefiting students with disabilities and the wider community. The findings provide website models and processes for other DSCs to emulate.  

Audience

• Higher Education
• Information & Communications Technology
• Media & Publishing
• Research & Development
• Administration & Business Support

Audience Level

Intermediate  

Session Summary (Abstract)

Discover the best DSC website practices based on a comprehensive content analysis of a university system’s DSC websites, shedding light on patterns, variations and key recommendations relative to content and its presentation.  

Primary Topic

Web  

Secondary Topics

• Leadership & Strategy
• Research

 

Session Type

Journal Track  

Presenter

• Lesley Farmer
  California State University Long Beach

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