COLLEGE STUDENTS WITH DISABILITIES IN INSTITUTIONS: IN-DEPTH LOOK AT ACCOMMODATION STRUCTURE

Abstract

This research explores how college students with disabilities navigate higher education, with a focus on the limitations of existing accommodation structures and the need for more inclusive practices. Although the Americans with Disabilities Act (ADA) provides a legal framework, many students with disabilities continue to face stigma, inaccessible systems, and emotional burdens that negatively impact academic achievement. The research highlights how students with non-apparent disabilities, inconsistent institutional support, and rigid policies often feel invisible within their academic environments. Drawing on recent studies and personal narratives, this paper underscores the importance of fostering inclusive campus environments, providing robust mental health support, and implementing proactive accommodations. Programs such as peer mentorship and ambassador initiatives have been shown to enhance students’ sense of self-efficacy and belonging. Additionally, this research emphasizes the importance of intersectionality, recognizing that race, gender, and socioeconomic status often compound the barriers faced by students with disabilities. To move beyond mere legal compliance, institutions must redesign their support systems using universal design principles, affirm students’ identities, and promote a culture rooted in equity and access. Inclusion should not be limited to policy adherence—it must represent true structural transformation.

Keywords: Disabilities, Stigma, Self-efficacy,

Year Manuscript Completed

Summer 2025

Senior Project Advisor

Tricia Jordan, PhD

Degree Awarded

Bachelor of Integrated Studies Degree

Field of Study

General Studies

Document Type

Thesis

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