Abstract
Research has indicated that disabled and nondisabled persons experience communication strained by high levels of uncertainty for both communicators. The purpose of this study was to assess the effect of being disabled on the academic progress of disabled college students. It was felt that academic success will be contingent upon positive communication with faculty, fellow students, and university personnel. A questionnaire assessing the campus' social climate, the quality of its programs and instruction, and the students' academic and career expectations was administered to 100 disabled students. Analyses of the data revealed that the disabled students' motivation was significantly related to their level of social alienation, while the students' perceived competence was most related to their level of social adjustment. The theoretical implications of these findings and avenues for future research are discussed.
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