The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 182

Patricia Barrett Malik • Patricia Wolfe Anton

Illinois, 2012). Ultimately, the purpose of BRSS
is not only to support students while they are
part of the program, but to empower them to
consider their best employment options without
being limited by disability-related constraints.

CONCLUSION
After two years, there are still growing pains to
be worked through to fully integrate students
with disabilities not only into Nugent but also
throughout the University Housing system.
Students with disabilities still find the dining
hall difficult to navigate efficiently. Sharing
information between BRSS and residence life
and housing staff about the resident to minimize transitional issues from BRSS to other
accessible rooms on campus needs to be more
intentional. Nugent residents without disabilities continue to need to develop the skills
to more naturally interact with and include
their peers with disabilities in their friendship
circles and study groups. As the university continues to build new halls with accessible rooms
dispersed throughout, the University Housing
and BRSS partnership moves forward focusing
on educating the entire student population.
The experience at Illinois may be useful
for other campuses desiring similar partnerships and facilities enabling true integration of
residents with severe physical disabilities. One
lesson is to maintain open lines of communication, among staff and residents alike, concerning decisions, policies, and procedures.
Communication increases the understanding of all parties’ needs as well as the procedures (why they exist) and how they might be
modified. BRSS established a student advisory
council that has resident and personal assistant representation, and this group has been

182

One lesson is to maintain open
lines of communication, among
staff and residents alike, concerning
decisions, policies, and procedures.
Communication increases the
understanding of all parties’ needs
as well as the procedures . . .

instrumental in meeting and helping to establish clear lines of communication with University Housing staff.
A second lesson is that disability and crosscultural awareness must be an ongoing component of employee orientation and training
for all housing staff and residents. Disability awareness education needs to be continuous due to the yearly turnover of University
Housing staff and residents in the hall, and
the annual disability awareness program organized and implemented by BRSS residents
provides that opportunity. Often the best educators are the students with disabilities.
The third lesson concerns the physical accessibility of space and can be summarized as
a simple guideline: Ask the users of the space
for their recommendations. If a housing unit
wants to increase accessibility features, it is important to talk with their institution’s disability
services professionals as well as students with
physical disabilities. Not all adaptations need to
be costly. Some may involve simply changing
out a door handle or having adjustable furniture.
The final lesson is that when all parties

The JourNal of College aNd uNiVersiTy sTudeNT housiNg



The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1

The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
Volume 39, No. 2 Table of Contents
Letter from the Editor
Factors That Play a Role in First-Year Students’ On-Campus Housing Decisions
Influence of Academically Based Living-Learning Communities on Men’s Awareness of and Appreciation for Diversity
Using the Theory of Planned Behavior to Predict Resident Assistants’ Intention to Refer Students to Counseling
Parental Notification of Alcohol or Drug-Related Violations: Parents’ Perceptions and Reactions to the Practice
Counselor, Teacher, Role Model, Cop: Understanding RA Satisfaction Through the Use of Metaphor
Living and Learning in College
The Past, Present, and Future of Residential Colleges: Looking Back at S. Stewart Gordon’s “Living and Learning in College”
The Journal of College and University Student Housing Volume 40, No. 1 – Addressing the Needs of Residential City University, Students with Disabilities Theme Issue
Volume 40, No. 1 Table of Contents
Introduction - Addressing the Needs of Residential Students with Disabilities
Service, Comfort, or Emotional Support? The Evolution of Disability Law and Campus Housing
Implementing Universal Design: A Collaborative Approach to Designing Campus Housing
Supporting Students with Severe Physical Disabilities: The Illinois Model
College Students with Intellectual Disabilities: How Are They Faring?
A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing
When Community and Conduct Collide: Residents with Invisible Disabilities and the Student Conduct Process
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Letter from the Editor
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Using the Theory of Planned Behavior to Predict Resident Assistants’ Intention to Refer Students to Counseling
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Parental Notification of Alcohol or Drug-Related Violations: Parents’ Perceptions and Reactions to the Practice
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Living and Learning in College
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Past, Present, and Future of Residential Colleges: Looking Back at S. Stewart Gordon’s “Living and Learning in College”
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Volume 40, No. 1 Table of Contents
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Introduction - Addressing the Needs of Residential Students with Disabilities
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Service, Comfort, or Emotional Support? The Evolution of Disability Law and Campus Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Implementing Universal Design: A Collaborative Approach to Designing Campus Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Supporting Students with Severe Physical Disabilities: The Illinois Model
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - College Students with Intellectual Disabilities: How Are They Faring?
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - When Community and Conduct Collide: Residents with Invisible Disabilities and the Student Conduct Process
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