Campus Climate and Disabilities Questionnaires (CCDQ) is a suite of four questionnaires designed to provide 360° feedback from the five constituent groups, including faculty, administrators, staff, and students with and without disabilities. They are called: (1) Campus Climate and Disabilities: Faculty Questionnaire; (2) Campus Climate and Disabilities: Administrators and Staff Questionnaire; (3) Campus Climate and Disabilities: Students without Disabilities; and (4) Campus Climate and Disabilities: Students with Disabilities.

In the 2011 edition of the Questionnaires, all of the respondents are asked about their level of concern regarding physical safety in light of the tragic shootings in Virginia, Illinois, and Arizona. Revised and new items were included to assess the perceived threat posed by students with severe mental illness. Respondents are also asked about their awareness of the institution’s response to these events and attempts to create a safer campus environment.

Faculty, administrators, staff, and students without disabilities are asked to report their perception of their own level of knowledge and practices regarding students with disabilities and indirectly to reflect on their beliefs and attitudes toward those with disabilities. In the fourth questionnaire, students with disabilities are asked to reflect on faculty, administrators and staff knowledge, practices, and attitudes based on their experiences and identify the level of need for more information on specific topics and practices. The Students without Disabilities Questionnaire parallels the faculty, administrator, and staff questionnaires. The 4th Questionnaire, The Students with Disabilities Questionnaire, supplements, cross-validates, and assists in interpreting the faculty, administrator, staff, and students without disabilities’ responses.

Users of the Questionnaires

Types of Institutions that used the Campus Climate and Disabilities Questionnaires™ ranged from open admissions to those with very highly competitive
admissions criteria and included to date:

  • Small private and public institutions
  • Undergraduate colleges
  • Very large flagship public universities
  • Community colleges
  • Universities with professional degree programs

Some of the Reasons to Distribute the Campus Climate and Disabilities Questionnaires™

  • Assess degree of concern within campus community regarding physical safety
  • Determine level of awareness regarding appropriate strategies, policies, procedures, and response systems that have been put in place
  • Create a more welcoming campus climate for students with disabilities
  • Raise awareness of the needs of students with disabilities and how to meet those needs
  • Enhance knowledge and change practices and beliefs about students with disabilities
  • Enhance academic success, retention, and graduation rate
  • Participate in institution evaluation on diversity and re-accreditation
  • Take a proactive approach to reduce or eliminate barriers to academic success
  • Support budgetary, staffing, and space requests
  • Plan faculty, administrators, staff, and student development activities that match identified needs, interests, and preferred methods to acquire new information
  • Help institutions and all constituencies become more aware of Sections 504, 508, and the ADA and be in compliance

Overview of Institution Activities

  • Contracts with Campus Climate and Disabilities™ to use the Questionnaires
  • Establishes an institution-wide leadership team
  • Acquires institution financial support and approval for data collection and analysis
  • Promotes the data collection effort
  • Sends e-mailed invitations and two reminders to all potential respondents
  • Encourages individuals to respond
  • Conducts follow-up activities after data collection period
  • Participates with other institutions in bench-marking and research

Impact to Date

Leaders in the field who spearheaded the distribution of the Campus Climate and Disabilities Questionnaires™ found they were a powerful catalyst for a wide variety of positive changes. These changes included an increase in faculty and staff awareness and understanding of the needs of students with disabilities. Some changes occurred quickly after the college/university became aware of problems or situations that involved a threat to physical well being. Some institutions utilized findings to support staffing needs. Specific changes reported were an increase in the number of faculty who include a welcoming paragraph in their syllabi and offering on a regular basis undergraduate, graduate, and professional school courses about disabilities for non-education majors. Such courses have been offered within Departments of Speech and Language Disorders, Adult Education and Higher Education, Counseling, and the medical school.

In addition, on several campuses the highest level administrator (the chancellor or president) created a task force composed of faculty, administrators, and students with disabilities to prioritize the recommendations made in the reports and to identify and implement strategies to address them. One of the most far reaching outcomes to date resulted from a collaborative effort among information technology specialists on various campuses to create a state-wide task force to address the university Web site presence and Section 508. The work of this Task Force culminated in the passage of the State of Illinois Information Technology Accessibility Act and reinforces and expands on the mandates of Section 504, 508, and ADAAA so that university Web sites, information systems, and information technologies are accessible to all people with disabilities.

Read some relevant research on Campus Climate and Disabilities™ »