TY - JOUR
T1 - “Institutional betrayal”
T2 - the return to normal and college students with disabilities in the USA
AU - Owenz, Meghan
AU - Spencer, David Brett
AU - Aydemir-Doke, Deniz
N1 - Publisher Copyright:
© 2024 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2024
Y1 - 2024
N2 - Students with disabilities represent at least 20% of students enrolled in American institutions of higher education. During the COVID-19 crisis, American institutions made several modifications to coursework that increased accessibility for all students. However, they quickly reversed these changes once the ‘average’ student was able and willing to return to traditional residential instruction. This focus group study interviewed twelve students with disabilities across the United States about their experiences during this period of pandemic and fluctuating institutional policies. The data captured various challenges faced by the students, who frequently felt ‘betrayed’ by university policies. Thematic analysis revealed four superordinate themes of challenges: academic accommodations, challenges, positive resources, and desired changes. Implications, as presented in participants’ own words, included making campus services more accessible, utilizing Universal Design for Learning in coursework, providing training to reduce ableism on campus, and improving the academic accommodations system.
AB - Students with disabilities represent at least 20% of students enrolled in American institutions of higher education. During the COVID-19 crisis, American institutions made several modifications to coursework that increased accessibility for all students. However, they quickly reversed these changes once the ‘average’ student was able and willing to return to traditional residential instruction. This focus group study interviewed twelve students with disabilities across the United States about their experiences during this period of pandemic and fluctuating institutional policies. The data captured various challenges faced by the students, who frequently felt ‘betrayed’ by university policies. Thematic analysis revealed four superordinate themes of challenges: academic accommodations, challenges, positive resources, and desired changes. Implications, as presented in participants’ own words, included making campus services more accessible, utilizing Universal Design for Learning in coursework, providing training to reduce ableism on campus, and improving the academic accommodations system.
UR - http://www.scopus.com/inward/record.url?scp=85203294232&partnerID=8YFLogxK
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U2 - 10.1080/09687599.2024.2400989
DO - 10.1080/09687599.2024.2400989
M3 - Article
AN - SCOPUS:85203294232
SN - 0968-7599
JO - Disability and Society
JF - Disability and Society
ER -