Abstract
Technology has a profound effect upon the lives of students with disabilities. This mixed methods longitudinal analysis of technology supports began with exploratory factor analysis of repeatedly administered nationally represented surveys of disability support providers. This was followed by a qualitative cross case analysis of three purposefully selected postsecondary institutions and longitudinal study of one of the sites across four levels (coordinator, supervisors, support staff, and students) that underwent a 40% budget reduction. Qualitative thematic coding using grounded theoretical procedures were used with 40 interviews to confirm cross-validate and corroborate findings. This repeated sorting, coding and comparisons of themes created categories to more readily distinguish how technology is viewed and used in postsecondary education. Results from all three phases clearly indicate that assistive technology was highly valued and supported by the participants in the study. The survey revealed that providing assistive technology was a top priority, the cross case analysis indicated that appropriate technological services and training reduced student dependency, and the longitudinal analysis across four levels revealed the coordinators priority to improve technology by updating hardware and software, training and reconfiguring staff, and collaborating with departments across campus continued to improve student success despite reduced funding and staff.