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Students with disabilities are enrolling into higher education institutions at a rising rate
each year. Due to this increasing rate of students with disabilities enrolling into higher
education, even though they are still a minoritized group within the student population they are
becoming increasingly more prevalent. With this in mind, having an understanding of how
higher education institutions are responding to this minoritized population, in order to help
promote the enrollment and retention of this student population is important for all student affairs
professionals. This research proposal is going to look at what resources are being provided by
higher education institutions in order to create accessible pathways for students with disabilities
This study is going to begin by looking at some of the relevant literature, which further
explores the resources being available to students with disabilities as well as the importance of
looking more closely at this student population. The literature which has been conducted on
students with disabilities is going to be relevant because many studies have been conducted on
ways in which students with disabilities are being supported throughout higher education, but
there is no one way. This comes down to the issue of the diversity within the students with
disability population. Where there are many different types of disability, which all require
different supporting methods. Higher education is also very different compared to K-12
education, where K-12 is required to provide adequate education no matter what the need is,
where higher education concentrate on providing resources but do not heavily invest in creating
holistic support measures for students with disabilities. Where now that the student is over the
age of 17, they are seen as adults, so the care is now in their hands, where before their support
The proposed study is going to look at the resources being provided by higher education
institutions for students with disabilities. The study is going to be conducted through a mixed
method research procedure. Where the study will be interviewing professional staff that are
working with students with disabilities to find out all the support resources that the institution is
offering, as well as a space to make suggestions as to how they can improve supporting this
student population. The study is also going to be surveying students to find out if they are aware
of the services available to them as students with disabilities, as well as giving options to suggest
further support resources. Through this mixed method research, institutions will be able to
identify what resources are being provided to their students with disabilities, how many of these
resources are being used by students with disabilities as well as identify any gaps the institutions
Literature Review
Through looking at some of the current literature that has bee conducted, we will be able
to see some of the relevant work that can show not only the importance of looking at the
resources being available to students with disabilities but also some of the work that directly
looks at what some of the different resources being provided are. Students with disabilities can
be a difficult population for staff, faculty, as well as students to work with within a higher
education environment. The first step to understanding how to work with this population is to
education as many people as possible about the challenges that these students face and ways in
which we can best support them as an institution. This literature review should help us all to get
a better understanding of the student with disability population and resources that can help a
Key Terms
SUPPORTING STUDENTS WITH DISABILITIES 4
To begin our understanding of the topic, being what resources are being provided to
students with disabilities, it is important for us all to know some of the key terms that were being
frequently used when discussing this student population. Firstly, when looking at our student
population that we are concentrating on supporting, postsecondary students “are those who have
graduated from high school and attend postsecondary institutions, regardless of course level or
span of time between completing high school and entering postsecondary institutions” (Walker,
2016, p. 82). For many of our students with disabilities, the disability is a learning disability,
which can be defined as “any condition that makes learning difficult (e.g., Dyslexia, Autism.
ADHD, and Asperger Syndrome)” (Walker, 2016, p. 82). For these postsecondary students with
disabilities, especially those with learning disabilities, higher education institution are providing
accommodation’ under the Americans with Disabilities Act (1990). As it applies to education,
One of the most common accommodations being provided through higher education
institutions are academic support programs, where “academic support refers to activities or
programs offered to support students outside of the traditional instruction (e.g., Tutoring,
Another accommodation that much of the literature has looked into implementing is the idea of
Universal Design for learning (UDL), where UDL is a “curriculum that emphasizes the need for
flexibility and encourages faculty to consider a framework for designing courses that provide
multiple means of representation, expression, and engagement” (Black et al., 2015, p. 2).
Through these key terms we are able to have a greater understanding of the student population
SUPPORTING STUDENTS WITH DISABILITIES 5
that this study is concerned with as well as some of the terms that are used when looking at the
resources that are being made available to help support students with disabilities. Overall this
literature will look at the importance of implementing such a study through a social justice lens
where “social justice in an ambiguous and contested term that is evoked in order to address
difference linked to race, social class, and so on” (Liasidou, 2014, p. 120). Students with
disabilities are an oppressed population that have been heavily discriminated against and as a
future student affairs professional it is important to see how this is a social justice issue. By
conducting research to help better support students with disabilities, we are able to help
institutions implement better resources, which will support these students so that they can be
successful within an environment where previously they may not have thrived.
The topic of this research is to look at the resources that are available for students with
disabilities through higher education institutions. This is becoming an extremely relevant topic
for institutions to be looking at because of the increasing number of students with disabilities
entering higher education as well as the limited resources available, including student, staff, and
faculty knowledge on the population. Walker (2016) conducted a study that looked at the
concerns between academic success, institutional responsibility, and support systems for students
with disabilities. As a result of this study, findings showed that most faculty, and staff lack the
knowledge or skills to be able to work with students with disabilities, and that they need more
support from the institution when it comes to implementing support plans for students with
disabilities. Korbel, Lucia, Wenzel, and Anderson (2011) also conducted a study that looked at
the need for higher education institutions to collaborate with each other to create support systems
SUPPORTING STUDENTS WITH DISABILITIES 6
and resources for students with disabilities. Through this study we were able to see how
resources within higher education institutions are lacking when it comes to supporting students
with disabilities and that one of the ways in which higher education institutions can combat that,
is to work together and collaborate with each other to create plans or resources that would help
support students with disabilities within a higher education environment. Liasidou (2014)
looked at how social justice discourse lacks much action when it comes to working with students
with disabilities. Her study concentrated on the need to include more conversation and action
being made by higher education faculty and staff for students with disabilities, who are an
oppressed population and need to be supported. This study also looked at the importance of
implementing a Universal Design model as a resource for helping support students with
disabilities. Through these studies we are able to see how the resources provided by higher
education institutions are minimal when it comes to working with students with disabilities and
that faculty, staff, and students are in need of further training to help support students with
disabilities.
Multiple studies have been done that show how institutions lack the necessary resources
as well as training for their professional staff to be able to successfully implement supportive
resources for students with disabilities. Because of this, one of the important questions
surrounding this topic is about how students, staff and faculty perceive students with disabilities
in context of supporting these students. Gibbons, Cihak, Mynatt, and Wilhoit (2015) conducted
a study that looked at the attitudes of students, staff, and faculty towards students with
disabilities. Their research findings showed that faculty and staff would embrace students with
disabilities into their institution and classroom but that they did also lack the required training to
appropriately support the student with a disability. The study also found that students showed a
SUPPORTING STUDENTS WITH DISABILITIES 7
high level of willingness to have students with disabilities within their classroom, but it did not
talk about their own role in supporting students with disabilities. This study continues to show
the importance of this topic because students, staff, and faculty and willing to work with students
with disabilities but they do not have the resources available to them to successfully support
these students. Along with this, Hye Jin, Roberts, and Stodden (2012) also looked at the
working with students with disabilities. This study also showed the willingness for faculty and
staff to implement supportive resources for students with disabilities but that they did not have
the resources available to them. The study also showed how many faculty and staff struggle to
work with students with disabilities and that they require further training to help them gain
greater knowledge on how to best support students with disabilities. Looking more specifically
at student perspectives, Izzo, and Shuman (2013) conducted a study researching the student
perspective on students with disabilities through an inclusive learning environment. The study
showed that students understood the importance of an inclusive learning environment for
students with disabilities. The study also showed that students with high comfort levels felt that
students with disabilities were able to meet all of the requirements expected through a higher
education class. Through these studies we are able to see how faculty, staff, and students are all
willing to help support students with disabilities be successful within a higher education
environment but that they do continue to run into challenges due to the lack or support and
resources. These study also show how students and faculty would be open to changes within
Having an inclusive environment is another important reason for this research. Where
O’Shea and Meyer (2016) conducted a study looking at the motivations behind students with
SUPPORTING STUDENTS WITH DISABILITIES 8
invisible disabilities to disclose their disability to the institution and then decide to use the
resources available. The study found that the willingness for a student to disclose their disability
came down to the students comfort level with their disability and the inclusiveness of the
institution. Where the study showed how important it is for an institution to be inclusive so that
students who are now adults and are in charge of their own education, would feel comfortable
enough to disclose their disability so that they can get the required support that they need to be
successful. Along with this study, Kattari (2015) also looked at the power dynamics of students
with disabilities compared to students without disabilities. The study showed that through the
right education, institutions could create environments that shift the power balance between
students with disabilities and students without disability to where we have a more inclusive
learning environment within higher education. Meaning that higher education environments can
result in positive outcomes for students with or without disabilities through an inclusive model.
These studies both show the importance of create the right environment within a higher
education institution so that both students with or without disabilities can be successful. Overall
through all of the above literature we can see how looking at the resources being made available
to students with disabilities is an important topic to research. Where students, staff, faculty, and
institutions as a whole appear to be very willing to create inclusive environments for all of their
students to be successful but that they do not have the required resources available to them to
holistically support their students with disabilities. Because of this it is important for us to look
at the resources being made available to these students so that we can build off of them to create
Current Resources
SUPPORTING STUDENTS WITH DISABILITIES 9
Through an analysis of the literature we are able to look at some of the current resources
that are being implemented within higher education institutions to help support students with
disabilities. By looking at these studies we are able to gather a better understanding of the
current resources being used and how successful they are when being implemented with students
with disabilities. Reynor, Hayward, Francis, and Campisi (2016) conducted a study through the
Higher Education Opportunity Act, which looked at the implementation of activities and services
to help promote the success of students with disabilities within higher education. The results of
the study showed that through the implementation of activities and services, such as career
planning and academic support services, students with disabilities can be successful within a
higher education environment as well as after they have graduated. Limitations from this study
include a lack of random selection, but because of the size of their sample, the study represents
how important resources can be when helping support the success of students with disabilities.
One of the major support services mentioned was the idea of academic support or
academic coaching for students with disabilities. DeLee (2015) conducted a study, which looked
at the importance of academic support services at colleges for students with disabilities. The
results of this study showed that the success of a student with a disability is correlated to the
amount of support that the student got from both academic support services as well as disability
support services. The study had some limitations, which included a lack of random assignment
and a limited scope, where the study only looked at students with disabilities who were using the
support services and not looking at students with disabilities who choose not to use the resources
available. But the study is a good example of how students with disabilities can be successful
within higher education if they are given the adequate support services. Mitchell and Gansemer-
Topf (2016) also conducted a study looking at how higher education institutions are responding
SUPPORTING STUDENTS WITH DISABILITIES 10
to the increasing number of students with disabilities. The results of the study indicated,
institutions that were heavily invested in academic coaching were seeing greater success for their
students with disabilities. Even though there was a lack of sample size and no qualitative data,
the study is still a good representation of how academic support services can be used as a good
resource for students with disabilities to be successful while attending a higher education
institution. Griffin, Wendel, Day, and McMillan (2016) also conducted a study, which looked at
using peer support groups to help with the academic success of students with disabilities. The
results of the study showed the importance of using students as a resource to help students with
disabilities be successful within higher education. The limitations included the sample size,
where the study was done within only one institution and with a group that had already built a
strong rapport. Given this though, the study is still a good representation of how institutions can
use their current students as a resource to help students with disabilities be successful within the
classroom. Overall these studies all represent resources that are being used within higher
education institutions to help promote the academic success of students with disabilities.
Through the literature there were multiple other resources that are currently being used
by institutions to promote the success of their students with disabilities. Massengale and
Vasquez III (2016) looked at the use of using online courses as an accessible resource for
supporting students with disabilities. The study lacked a significant sample size but was able to
give insight into many of the challenges that students with disabilities face when given the option
to take an online course. The study shows us an alternative method for supporting students with
disabilities and also shows us how we may need to change the way online courses are
implemented in order to fully support students with disabilities. Another alternative support
resource for students with disabilities was shown through Hamblet’s (2014) study, which looked
SUPPORTING STUDENTS WITH DISABILITIES 11
at how we can help support students with disabilities by implementing certain transitional
support services. The study shows that by implementing certain transitional support services to
students with disabilities, we are able to help promote the transition for these students into a new
inclusive environment that is their to help support them with whatever needs they may require.
Limitations included a lack of sample size and any long-term success data, which would be
useful when looking at the students transition out of higher education. But overall it did show us
how by implementing successful transitions for students with disabilities into higher education
would result in greater success for those students. The final piece of literature, which was
reviewed, was Black, Weinberg, and Brodwin (2015) study on the use of Universal Design for
learning and instruction as a way to implement an inclusive learning environment for the success
of students with disabilities. The studies limitations included a lack of random selection and a
limited number of participants for the qualitative section of the study. But even though further
research needs to be done on the resulting implications of using Universal Design, the study was
a good indicator of how many students with disabilities were achieving success through a
Universal Design model. Where the learning environment was much more inclusive to meeting
their desired needs due to their disability. Overall through the literature we can see that there are
many different resources being provided to help students with disabilities succeed within higher
education. But there is still no concise method across the literature that directs future
professional practice for institutions to best serve students with disabilities. Through this
research we are going to be able to continue evaluating the resources available to students with
disabilities so that they can be as successful as possible while enrolled in a higher education
institution.
Methods
SUPPORTING STUDENTS WITH DISABILITIES 12
This study is looking at the current resources that are available to students with
disabilities within higher education institutions. The purpose is to be able to identify which
resources are being used by the institution as well as what resources the students with disabilities
are using. The study is going to be using a mixed method procedure which will involve
interviewing professional staff within the institutions to identify the resources that the institution
is using to support their students with disabilities. We are also going to be surveying the students
to get a greater understanding of which supportive resources are being used, as well as what
other supportive methods are needed to fully support students with disabilities.
Participants
For the interviews we are going to be recruiting staff and facility that work within the
disability services department as well as any staff or faculty that work directly within academic
support services. By concentrating on these staff and faculty members we are hoping to be able
to get direct access to the supportive faculty and staff that are directly working with students with
disabilities. We will be recruiting these staff and faculty members by directly reaching out to
disability support centers as well as academic support centers to see who could interview with us
about the resources that they implement to help support students with disabilities. Limitations
include a very narrow scope, where we are reaching out to a small population of staff and faculty
that work with students with disabilities, there could be other departments that also work on
creating resources for students with disabilities. The knowledge from these participants will also
be limited because they will be working with students who have the autonomy to disclose their
disability and use the resources that are available, and not the students that are not choosing to
The survey will be conducted with students who have disclosed their disability. This is
because of confidentiality, where we do not want to reach out to students who may not have
disclosed their disability for any personal reason. We will do this by contacting the disability
services center and asking them to provide us with students who fall under the category of
having a disability. This study will also be limited due to the participants of the study. Where
many of them will already be using the resources provided by the disability services center, but
hopefully we will be able to get an idea of which services are being provided as well as
successfully implemented.
Instruments
For the faculty and staff we will be conducting interviews. Through these interviews, are
purpose is to get an understanding of what resources the institution is offering to help support
students with disabilities. The protocol for the interviews will be that they will be one on one,
hopefully with a recording device so that we can document all of the responses in full. The
questions for the interview will be around the different resources that the institution provides as
well as how the institution is reaching out to their students with disabilities.
The students that will be involved will be asked to fill out a survey. Through this survey
we are hoping to get a larger pool of participants, including students that are not as involved with
disability services as others. The survey will ask about their own disability or rather how they
identify themselves. It will then ask questions about the resources that are being provided
through the institution, resources that they used before entering the higher education institution
as well as any resources that they would like to see provided by the institution.
Procedure
SUPPORTING STUDENTS WITH DISABILITIES 14
For the qualitative portion of this mixed method study, I am going to be interviewing
faculty and staff that work directly with students with disabilities. Through the interview process
we are hoping to gather a good understanding of the resources that are being provided by the
institution in order to help support students with disabilities. From these interviews we plan on
quantifying some of the qualitative date, where we would numerically assign the resources that
are being used. By doing this we will be able to gather numerical data on the resources being
described by the faculty and staff so that it is easier to present to institutions when we are looking
The quantitative portion of the study is going to be done through a non-random post-test
survey that will be distributed to students with disabilities. From these surveys we hope to
gather numerical data on what resources are being used by students with disabilities as well as
what alternative resources could be provided by the institution. This survey will take place
towards the end of an academic year so that the participants have a better idea of what resources
The limitations to this study include no random selection as well as a very narrow scope.
But due to the population we are trying to gather information on, this narrow scope is necessary.
There may also be some bias, where the faculty, staff, and students that will be participating are
already involved with using disability resources and are open about their disability. With this in
mind the students may already be succeeding within higher education and may not require
alternative resources. Overall this research study should be used to analyze the resources that are
currently being used by faculty, staff, and students, so that we can build off of this knowledge to
References
Black, D. R., Weinberg, L. A., & Brodwin, M. G. (2015). Universal design for learning and
DeLee, B. (2015). Academic support services for college students with disabilities. Journal Of
Gibbons, M. M., Cihak, D. F., Mynatt, B., & Wilhoit, B. E. (2015). Faculty and student attitudes
toward postsecondary education for students with intellectual disabilities and autism.
Griffin, M. M., Wendel, K. F., Day, T. L., & McMillan, E. D. (2016). Developing peer supports
Hamblet, E. C. (2014). Nine strategies to improve college transition planning for students with
Hye Jin, P., Roberts, K. D., & Stodden, R. (2012). Faculty perspectives on professional
Izzo, M. V., & Shuman, A. (2013). Impact of inclusive college programs serving students with
Kattari, S. (2015). Examining ableism in higher education through social dominance theory and
doi:10.1007/s10755-015-9320-0
SUPPORTING STUDENTS WITH DISABILITIES 16
Korbel, D. M., Lucia, J. H., Wenzel, C. M., & Anderson, B. G. (2011). Collaboration strategies
doi:10.1002/he.430
Liasidou, A. (2014). Critical disability studies and socially just change in higher education.
Massengale, L. R., & Vasquez III, E. (2016). Assessing accessibility: How accessible are online
courses for students with disabilities?. Journal Of The Scholarship Of Teaching &
O'Shea, A., & Meyer, R. H. (2016). A qualitative investigation of the motivation of college
Raynor, O., Hayward, K., Francis, W., & Campisi, C. (2016). Changing systems to provide