Disability and Higher Education: Insights for Campus Administrators

Colleges and universities are at the forefront of a cultural shift, as the experiences of COVID-19 and the perspectives of Gen Z students catalyze a more open dialogue about the social and contextual implications of disability. However, disability encompasses a wide range of conditions and manifests differently in each individual.

Students with disabilities face extra steps in higher education, carrying the responsibility of navigating what they need both inside and outside the classroom. Many students also navigate other marginalizations in addition to their disability status. Students with non-apparent disabilities walk a fine line of being afforded the privileges that go with looking “normal” and having to navigate a world that was not designed for how their bodies function.

As a woman with non-apparent disabilities, Kara has the privilege of choosing when and how to disclose her chronic illnesses. We both also benefit from the systemic advantages afforded to White people. But college campuses are home to a diverse population with a wide range of visible and invisible disabilities, including mental health conditions, physical impairments, and chronic illnesses. It’s also essential to be mindful of how disability intersects with other identities, such as race, gender, and socioeconomic status. Looking toward the start of the fall semester, this post will explore these complexities and offer recommendations for creating a more inclusive campus environment.

Disability in higher education

According to the National Center for Education Statistics, 21 percent of undergraduates and 11 percent of post-baccalaureate students indicated that they have a disability. In the context of higher education, people often associate “disability” with accommodations, like longer test-taking times or accessible restrooms. Yet disability is not a monolithic term or experience—it exists far beyond the walls of the classroom. Disability affects all campus spaces and places, from residence halls to dining facilities, and all social contexts. In addition to how it can impact physical and social spaces, disability can affect every aspect of a student’s life. Whether it be the choice to disclose a disability or where to park for class, the experience of disability is dynamic and can be unpredictable.

Disability as a construct

Understanding that disability is socially constructed is the key to thinking about how to create a welcoming campus for students, staff, and faculty who navigate disability. Disability is the only identity label with deficit orientation in it—“dis” means not or opposite. What is important to note is that as society evolves, so do the ways that higher education defines disability. Only recently have mental health accommodations become more common and necessary for many students who endured education in the time of COVID-19.

Race and disability

Disability is often thought of as the “othered other.” More than 50 percent of students with disabilities identify as non-white. Students of color are traversing an education system that is not designed with their success in mind, and for students of color with disabilities, it is nearly impossible to separate out their intersecting identities. This means students of color with disabilities have an extra layer of decisions and barriers to face on top of the already complex facets of disability—the question of even disclosing disability holds far more risk for them.

Disability and disclosure

Many students with documented disabilities choose to not disclose disability status due to the social, emotional, and academic stigma associated with it. Known as disability stigma, this fear of discrimination, stereotypes, and negative perceptions can weigh heavily on students. The stigma can extend beyond the classroom, as peers may perpetuate stereotypes or lack understanding. Additionally, while there are legal protections (such as the Individuals with Disabilities Education Act for K-12, and the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973 for all ages and settings) that are meant to support disability, those depend on disability being viewed as valid.

Below are some recommendations and advice for campus administrators:

Policies provide a baseline, but they alone are not enough. Have systems in place for feedback.

Hold town halls or coffee chats for students of color with disabilities. This is a great way to help facilitate affinity spaces. Ask students about their experiences and just listen. In the solution-driven world of academia, it is easy to want to respond immediately by outlining the structures that are already in place. Instead, take notes on students’ experiences and reflect on what needs to change. Acknowledge that students face unique barriers, and, above all, make sure you know that the students themselves are not problems or a burden. You may also consider having an anonymous form option where students can submit experiences that they have without fear of retaliation or disclosure.

Try to know what is happening on the ground—disability service centers are often overworked, understaffed, and bear the burden of being the primary advocates for students on campus. Ask about what happens if students’ needs are not being met through these centers—for example, what accountability is in place for faculty who deny accommodations or make ableist remarks?

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