Higher Ed Inclusion Barriers Persist
A recent review in *Frontiers in Education* synthesizes the advances and ongoing barriers for students with special educational needs in higher education. The analysis highlights the critical role of individualized accommodations and proactive faculty engagement. It also underscores the need for coordinated service delivery for students with ADHD and executive function challenges.
- In the 2019–2020 academic year, approximately 21% of undergraduate students and 11% of graduate students in the U.S. reported having a disability. The percentage of college students reporting disabilities has seen an increase, largely driven by a rise in students reporting mental health conditions or attention deficit disorders. - Among undergraduates, the most frequently reported disabilities are Attention Deficit/Hyperactivity Disorder (ADHD) at 17.2%, and learning disabilities at 5.7%. - A significant "disclosure gap" exists, as many students with disabilities do not inform their college; one report found that only about one-third of students with a disability reported it to their institution. Fear of stigma and a lack of awareness about available support services are contributing factors. - The transition from high school to college marks a critical shift in responsibility, as students must self-advocate to request and arrange for reasonable accommodations, a change for which many are unprepared. Unlike K-12 schools, postsecondary institutions are not required to identify students with disabilities. - Students with ADHD are more likely to face academic struggles that can lead to dropping out or repeating courses, which has a direct financial impact; repeating two courses can cost between $2,000 and $6,000, in addition to the cost of delayed graduation. - The COVID-19 pandemic exacerbated existing challenges for students with disabilities by disrupting access to campus-based health services, compounding academic and social stressors, and negatively impacting mental health. Many students also lost work-based learning opportunities. - A growing movement promotes "neurodiversity-inclusive" campuses, which involves creating disability cultural centers, providing neurodiversity training for all campus members, and meaningfully including neurodivergent individuals in the leadership of these initiatives. - Common academic accommodations for students with learning disabilities and ADHD include extended time on exams, the use of assistive technology like text-to-speech software, receiving lecture notes in advance, and taking tests in a quiet, reduced-distraction environment.
