College is a time of growth, independence, and new experiences. However, for students with disabilities, navigating the accommodation process can be a journey marked by unique challenges and opportunities.
According to the Postsecondary National Policy Institute (PDF),
"In the 2019-20 academic year, the following groups reported having a disability:
- 21% of all enrolled undergraduates and 11% of all enrolled graduate students
- 28% of undergraduate student veterans and 20% of graduate student veterans
- 24% of Native American, 23% of Pacific Islander, 21% of white, 22% of Hispanic, 18% of Black, and 14% of Asian undergraduates"
Yet,"There is a discrepancy between the rate of students reporting having a disability and the rate of students registering with their campus disability center."
According to the National Center for Educational Statistics, in a report titled "Use of Supports among Students with Disabilities and Special Needs in College," "A majority of college students with disabilities at both 2- and 4-year institutions do not inform their college of their disability."
Why is that? Why don’t college students seek out and take advantage of the resources provided?
According to Stephanie A.N. Levin, in her article titled "Many Students Don’t Inform Their Colleges About Their Disability. That Needs to Change," disability stigma is the most common reason for students choosing not to self-identify. College campuses can often perpetuate harmful stereotypes about disability. Students with disabilities, both visible and invisible, may face discrimination, isolation, and emotional distress.
Marymount University also helps to shed some light on this issue by explaining the difference between high school support services and college/university support services:
Philosophical Differences
- "At the high school level, disability-related supports and services are usually designed to maximize a student’s potential."
- "At the post-secondary level, disability-related accommodations are granted to create a ‘level playing field,’ rather than to help a student reach his or her greatest potential."
Federal Requirements
- In the K-12 system, the Individuals with Disabilities Education Act (IDEA) helps “ensure students are successful relative to their own abilities.”
- For college students, the ADA and Section 504 serve to "provide a reasonable means to ensure student access to the same college environment as his or her peers." "This 'access' context leaves success in college up to the student."
Identifying Disabilities
- At the high school level, the school is responsible for identifying and assessing students with disabilities and providing them with appropriate services.
- At the college level, "students self-identify with their Disability Support Office and are responsible for providing appropriate documentation and assessments."
Documentation
- Individual Education Plans (IEPs) and 504 Plans provided in the K-12 system are often insufficient as the sole form of documentation in the college environment.
Accommodations
- In the K-12 system, it is the responsibility of the school to provide disability support and needed accommodations.
- In the college system, it is the student’s responsibility to request needed accommodations. To begin that process, a student must first register with the Disability Support Office on their campus.
So precisely, how do college students advocate for themselves and access the resources available to them? Most colleges have a formal, step-by-step process for requesting and receiving disability accommodations for campus-based learning. An article in Best Colleges defines five steps that can be taken to request and receive the resources on campus:
- Register on Campus as a Student With a Disability
To register as a student with a disability and receive college disability services, contact the disability services access center. You can typically set up an in-person or virtual meeting with a representative to review your disability, the accommodations you've previously received, and the services available.
Just because you received a specific accommodation in high school does not mean you will receive the same accommodation in college. This is especially true if you lack proper documentation and proof of a disability. - Provide Proof of Your Disability
Before providing any type of accommodation, colleges and universities will ask you to provide proper documentation of your disability. This may include a recent medical report or a psychological evaluation, depending on the nature of your disability. For instance, an ophthalmologist or other vision expert can provide documentation if you have a visual impairment.
If you participated in an individualized education program in high school, this document can help identify the type of accommodations you need; however, it will not suffice as proof of a disability.
In the case of short-term disabilities, such as a broken or dislocated limb, you typically do not need additional documentation other than proof of your visit to a medical facility. - Meet With a Disability Services Office Representative
After gathering all the documentation required to seek accommodations, make an official appointment with a college disability services representative. In this meeting, you'll provide documentation and concrete details about the challenges you face with your disability. You'll also discuss the accommodations you need to thrive in college.
This might feel like a somewhat invasive process. Remember that all healthcare documentation and conversations are considered private and should not be accessible to others without your consent. If you're worried about privacy, ask a staff member how your information will be kept secure. - Notify Professors of Your Eligibility for Accommodations
After receiving confirmation of eligibility from the disability services office, notify your professors to start setting up accommodations. Your confirmation will typically come in the form of a letter, but you may receive an email in place of or in addition to a letter. You can then provide this documentation to your instructors.
Some students may wish to keep the details of their needs and requests for accommodations more private. In that case, you can schedule a one-on-one meeting during a professor's office hours. - Regularly Remind Instructors Whenever You Need Accommodations
Despite providing accommodation documentation, you may still need to advocate for yourself and remind your professors about the services available to you.
Professors who teach multiple courses with large classes may struggle to remember each student's situation while balancing all their duties and obligations. Nonetheless, it's an important part of a professor's job to make the appropriate accommodations for students.
"If students do not advocate for themselves, they will not be granted access to the resources they need. Colleges and universities need to change their tactics for supporting students with disabilities who are hesitant to self-identify. They need to work actively to address disability stigma, train faculty to support students, and offer multiple pathways for students to ask for support. It is vital that we move beyond compliance with ADA toward a more enlightened and comprehensive team-based solution to support students hesitant to self-identify." ~ Stephanie A.N. Levin
Resources
- Many Students Don’t Inform Their Colleges About Their Disability. That Needs to Change
- Percentage of U.S. college students that reported select disabilities or health conditions as of fall 2023
- Differences Between High School and College Accommodations
- Disability Services in High School & College
- Barriers to Bachelor’s Degree Completion among College Students with a Disability
- Over-Accommodation is Not Allyship
- How to Access College Disability Services and Accommodations
