Advancing Opportunities for Students with Disabilities in Higher Education
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With increasing demand for a skilled workforce, students with disabilities are more frequently pursuing higher education to reach their career goals. Although the percentage of students with disabilities in higher education has risen significantly, from 11% in 2004 to 20% in 2020, their rate of bachelor's degree completion lags behind that of their non-disabled peers. Specifically, in 2022, only 21.6% of 25-34-year-olds with disabilities had a bachelor's degree, compared to 42.0% of those without disabilities.
These statistics illustrate that there are opportunities for both administrators and faculty to take steps to close this gap. For institutions of higher education aiming to create a vibrant academic environment for all students, including those with disabilities, several key factors must be addressed. At the heart of this discussion is the role that faculty can play in effectively supporting students with disabilities. Faculty involvement in shaping the university climate can serve as a crucial element in helping students with disabilities succeed; yet, several studies have shown that faculty often hold stigmatizing attitudes toward students with disabilities and are skeptical about the accommodations process. Moreover, although some attitudes have changed over the past decade, recent research continues to confirm the persistence of these challenges.
Addressing stigma and skepticism around disability requires a broader change in institutional culture and ongoing dedication to inclusion. However, if you're a faculty member ready to make a personal commitment or you have the power to influence others, here's a look at some specific actions faculty can take to better serve students with disabilities.
Action Steps for Faculty
1. Lean on Your Disability Services Office: A Key Ally in Inclusive Course Design
While faculty are often required to make a note about disability services in their syllabi, disability services offices within institutions of higher education (IHEs) are an underutilized yet valuable partner for faculty who aim to effectively support students with disabilities in achieving their educational goals. Engaging with this office when designing courses and assignments can make a big difference. A key framework for these collaborations is Universal Design for Learning (UDL), which recognizes that there is no single type of learner, so learning environments should be intentionally designed to accommodate diverse needs. Though UDL is not universally required, more and more faculty are recognizing that incorporating multiple ways of engagement, representation, and expression into course design can improve the learning experience for all students, not just those with disabilities. However, while acknowledging the importance of UDL is a vital first step, actual implementation is more complex and should be viewed as an ongoing process rather than a final goal.
2. Expand the Integration of Tools Using Artificial Intelligence (AI)
Building on the principles of Universal Design, faculty have the opportunity to explore increased use of AI-driven tools such as speech-to-text software, real-time captioning, and adaptive learning systems. While IHEs are individually navigating this digital landscape to develop specific policies on the use of generative AI in education, new guidance from the U.S. Department of Education to their grantees encourages IHEs to integrate AI by creating high-quality instructional materials, introducing AI-enhanced high-impact tutoring, and utilizing AI for college and career pathway exploration, advising, and navigation.
3. Engage in Professional Development and Training
Faculty members in IHEs must stay current in their fields/disciplines. As such, they are often committed to lifelong learning, and while there are ample training opportunities related to disability, few exist to help them understand disability. More often, training focuses on disability laws, accommodations, and UDL. The increasing number of non-tenured faculty in higher education, which now significantly outpaces tenured faculty, is a critical trend for institutions to address. For students to truly thrive and succeed, all faculty (regardless of track or rank) should have access to disability-related training that can help them better understand students' needs and ultimately shape inclusive classrooms.
Conclusion
Despite a significant rise in the number of students with disabilities pursuing higher education, a substantial gap still exists in their bachelor's degree achievement compared to their non-disabled peers. Faculty play a vital role in changing this situation. A comprehensive strategy to support students with disabilities includes faculty collaborating with disability services offices (beyond just referring students), exploring possible use of AI-powered tools, and engaging in targeted training to foster truly inclusive learning environments. The ultimate aim is to proactively build an academic climate that not only supports the educational journey of students with disabilities but also improves their long-term job prospects.
