In this presentation, I unveil the widespread problem of disability within the college population and suggest some creative ways to reduce its effects. The research uncovers a significant statistic (Bessaha et al., 2020). It is estimated that about twelve percent of undergraduate students suffer from disabilities, with attention-deficit/hyperactivity disorder (ADHD) being the most common at 15%. However, this does not stop; only 37% of these students inform their colleges about their conditions ( NCES,2022).
The investigation also uncovers a concerning trend: students with disabilities have a lower graduation rate than their non-disabled counterparts. In detail, statistics from NCES suggest that 19% of undergraduate and 12% of graduate students report having disabilities. The veteran status goes hand in hand with higher rates of disability. Some common disabilities include ADHD at 15%, learning disorders at 5%, visual impairments, autism spectrum disorder, deafness, and mobility and language impairment, all of which are estimated to be in the range of one percent. The disabilities affect women more than men, and only 49.5% of students with disabilities graduate, and the age group between (25 to 34) years constitute about 20%. This is further worsened by many challenges that they face, such as poor accommodation, inadequate financial aid, repayment difficulties, and stigma with discrimination being added to the list (Flink, 2019). Of particular note is the differential impact on women and increased severity of disability in veterans (n.d,2020).
With these challenges in mind, we recommend the use of technological innovations as a viable solution (Welding, 2023). The wide range of tools available to us, including text-to-speech technology, virtual reality for motor skill development, communication software, and mobile devices, provide some very interesting prospects in the way that accessibility can be increased while maximizing learning experiences among students with disabilities. Significantly, the adoption of virtual classes presents a great opportunity for inclusivity, enabling students who cannot move freely to engage in academic activities without physical limitations.
Nevertheless, although technological solutions hold enormous potential, they come with their constraints and challenges. The adoption of such innovations should be mindful of issues to do with accessibility, usability, and affordability, among others, so as to ensure that they are able to serve the needs of students who satisfactorily have disabilities (Bessaha et al., 2020). In addition, it is important to focus on wider systemic issues, including institutional policies and attitudes, as well as cultural norms that allow or promote barriers to inclusion and accessibility on the campus.
Future stakeholders should embrace online discussions as an essential means to encourage students with disabilities in college. Through the use of digital platforms, institutions can be able to promote discussions that focus on barriers and solutions towards inclusion as well as technological options and disability rights, in addition to peer support networks (Bessaha et al., 2020). These meetings offer an opportunity for stakeholders to identify and respond appropriately to structural and attitudinal issues, assess innovative technologies, bring awareness to disability rights legislation, among others, as well as promote a sense of belonging in students with disabilities. Shared dialogue and collaborative efforts on campuses can help create an environment that is inclusive to all students, so they have the opportunity to grow academically as well as socially.
In summary, this presentation emphasizes the necessity of online consultations that help to explore in detail specific issues related not only to inclusion but also to disability rights and peer support as a key point. It is for us to work together in closing the support gap and creating a real environment of inclusion where all students belong irrespective of their abilities. Through constant innovation and collaborative work, we can make higher education establishments places where every person is given equal opportunities to grow and prosper.
References
Bessaha, M., Reed, R., Donlon, A. J., Mathews, W., Bell, A. C., & Merolla, D. (2020). Creating a more inclusive environment for students with disabilities: Findings from participatory action research. Disability Studies Quarterly, 40(3). https://doi.org/10.18061/dsq.v40i3.7094
Flink, P. (2019). Person-first & identity-first language: Supporting students with disabilities on campus. Community College Journal of Research and Practice, 45(2), 79–85. https://doi.org/10.1080/10668926.2019.1640147
U.S. Department of Education. (2022). The NCES Fast Facts Tool provides quick answers to many education questions (National Center for Education Statistics). National Center for Education Statistics (NCES) Home Page, a part of the U.S. Department of Education. https://nces.ed.gov/fastfacts/display.asp?id=60
University of Texas Permian Basin. (2020, November 3). The use of technology in special education: UT Permian Basin Online. UTPB. https://online.utpb.edu/about-us/articles/education/the-use-of-technology-in-special-education/#:~:text=Virtual%20reality%20also%20gives%20students,manipulate%20in%20the%20real%20world.&text=These%20devices%20are%20useful%20for,%2C%20drawing%2C%20and%20watching%20videos.
Welding, L. (2023, March 9). Students with disabilities in higher education: Facts and statistics: Best colleges. BestColleges.com. https://www.bestcolleges.com/research/students-with-disabilities-higher-education-statistics/#:~:text=Just%2037%25%20of%20students%20report,receive%20accommodations%20from%20their%20school.
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