Universities Must Do More For Disabled Students

Despite increasing awareness of the needs of students with disabilities, universities are still not doing enough to support them. While the number of disabled students in higher education is rising, there is still a disparity between the number of disabled and non-disabled students. This is due to a range of factors, including the lack of financial support, physical accessibility issues, and the failure of universities to create inclusive environments.

Universities have a responsibility to provide equal opportunities for all students, and this means more than simply removing financial barriers. It requires a shift in perspective, from seeing disability as an individual problem to understanding how environments and attitudes can be disabling.

So, what can universities do to better support their students with disabilities?

Universities should construct a culture of inclusivity, promoting openness, inclusivity and equality

Universities should construct a culture of inclusivity, promoting openness, inclusivity, and equality. This means more than just ensuring that campuses are physically accessible, although that is, of course, vital. It requires a shift in perspective, a commitment to inclusive practices, and a willingness to listen to and act upon the feedback of disabled students.

Senior management must be on board with this cultural shift and encourage all university staff to embrace it. This includes ensuring that educators are trained to teach students with disabilities and that all staff encourage students to disclose any impairments.

Universities should also offer comprehensive written policies detailing the inclusive support available and take a whole-institution approach to inclusive support. This includes building considerations of inclusivity and accessibility into curriculum design, purchasing of services and equipment, and programme reviews.

To promote openness and inclusivity, universities should offer alternative formats of lectures and course materials as standard practice. For example, providing auditory software, large-font presentations, and/or Braille materials for visually impaired students. They should also provide extra time, classroom assistants, and adaptive technology to improve understanding and learning outcomes for students who need it.

Universities should also ensure that all buildings are accessible, with ramps and accessible entrances, and that there is adequate signage. Accessible student accommodation should be provided and not be more expensive than other options.

To promote equality, universities should offer a range of support services, such as mental health and counselling services, and encourage the formation of disability-friendly clubs and societies. They should also ensure that funding is available to support students with disabilities, for example, through grants and scholarships.

By taking these steps, universities can create an inclusive culture that empowers marginalized groups and ensures that all students have equal opportunities to thrive.

Campuses should be disability-friendly, with accessible entrances and ramps, adequate signage and accessible literature materials for disabilities

Making campuses disability-friendly is a crucial step towards creating an inclusive culture in universities. Campuses should be designed with accessibility in mind, ensuring that all students can navigate the campus with ease and have access to the resources they need. This includes providing accessible entrances and ramps for students with physical disabilities, such as those using wheelchairs or canes. Adequate signage is also essential, ensuring that students can easily find their way around the campus and locate important facilities.

In addition to physical accessibility, universities should also focus on providing accessible literature materials for students with disabilities. This includes offering Braille and audio text options for students with visual impairments. By providing accessible literature, universities can ensure that all students have equal access to information and resources.

Universities should also consider the specific needs of students with different types of disabilities. For example, students with learning disabilities may require alternative formats for course materials, such as large-font presentations or Braille materials. Offering a range of accessible formats ensures that all students can access the information they need to succeed in their studies.

Furthermore, universities should involve students with disabilities in the process of designing disability-friendly campuses. This can be achieved through feedback and input sessions, where students can share their experiences and suggest improvements. By involving students, universities can create a campus that truly meets the needs of its disabled students.

Overall, creating a disability-friendly campus is about more than just physical accessibility. It is about ensuring that all students feel included and supported in their learning environment. By providing accessible entrances, ramps, signage, and literature materials, universities can make a significant step towards creating an inclusive and empowering space for students with disabilities.

Disability awareness training for educators and staff

• Compulsory disability awareness training: Universities should make it mandatory for all educators and staff to undergo disability awareness training. This training can cover topics such as the social model of disability, accessibility best practices, and how to create inclusive learning environments. By making this training compulsory, universities can ensure that all staff are equipped with the knowledge and skills needed to support students with disabilities effectively.
• Inclusive teaching practices: Training should focus on educating staff about the importance of inclusive teaching practices. This includes providing alternative formats of course materials, such as offering electronic books, large-font presentations, and Braille materials for visually impaired students. It also involves offering alternative assessment methods, such as allowing extra time or providing different types of tests to accommodate different needs.
• Universal design principles: Training should emphasize the adoption of universal design principles in all aspects of the university, from physical spaces to learning resources. This means ensuring that buildings, equipment, and learning materials are accessible to all, with features such as ramp access, adequate signage, and assistive technologies.
• Inclusivity and diversity: Training should promote the values of inclusivity and diversity, challenging any arcane views that disability is something to be corrected. It should encourage staff to embrace different learning styles and requirements, accommodating students with disabilities in their teaching methodologies. This includes providing classroom assistants, adaptive technology, and extra time for assignments where needed.
• Mental health support: With a growing number of students reporting mental health issues, it is crucial that university staff are trained to recognize and support students with mental health conditions. This includes understanding the impact of conditions such as anxiety, depression, and autism on a student's academic life and providing appropriate referrals to counseling and support services.
• Continuous improvement: Disability awareness training should be an ongoing process, with regular updates and evaluations to ensure that staff are equipped with the latest knowledge and best practices in the field. Universities should also seek feedback from students with disabilities to identify areas where improvements can be made and involve them in the design of disability-friendly policies and spaces.

By implementing comprehensive disability awareness training for educators and staff, universities can create a more inclusive and supportive environment for students with disabilities, empowering them to succeed in their academic pursuits.

Universities should provide sign language interpreters, ramps, assistive devices and carers

Students with disabilities often face challenges in accessing and navigating higher education. Universities have a responsibility to create an inclusive and supportive environment for these students, ensuring they have the necessary tools and resources to succeed. One way to achieve this is by providing sign language interpreters, ramps, assistive devices, and carers.

Sign language interpreters are essential for deaf and hard-of-hearing students to access information and engage in the classroom. Universities should ensure that qualified interpreters are available for lectures, tutorials, and other academic activities. Additionally, universities should provide ramps and ensure that buildings are physically accessible, with proper signage and accessible entrances. This is crucial for students who use wheelchairs or have mobility issues.

Assistive devices play a vital role in helping students with disabilities to access information and complete tasks. These devices can range from simple tools like magnifying glasses to complex technologies such as computerized communication systems. Universities should assess the needs of their students and provide appropriate assistive devices, such as accessible educational materials, alternative format textbooks, and specialized software.

Furthermore, universities should consider providing carers or support staff for students with disabilities. This could include offering assistance with daily living activities, academic coaching, and mentoring. For example, universities could implement programs that pair students with mentors or tutors, providing them with additional support and guidance throughout their academic journey.

By providing sign language interpreters, ramps, assistive devices, and carers, universities can create a more inclusive and accessible environment for students with disabilities. These measures ensure that all students have equal opportunities to participate in academic life and work towards their educational goals. It is important to note that the specific needs of students with disabilities may vary, and universities should strive to accommodate individual requirements whenever possible.

Universities should provide a range of support services, such as tutoring, coaching, assistive technology and alternative testing arrangements

Universities can provide a range of support services to help students with disabilities, such as tutoring, coaching, assistive technology, and alternative testing arrangements.

Tutoring and coaching can be offered through dedicated support centres, such as the Academic Support and Access Centre at American University, or the Centre for Student Success at Beacon College. These centres provide students with access to learning specialists, peer tutors, and academic advisors to help them with their coursework and assignments. Some universities also offer executive function coaching, such as the program at Landmark College, which can help students with time management, planning, and organisation.

Assistive technology is another important aspect of support services. This can include the provision of specialised software, such as auditory software for visually impaired students, or mind-mapping and document-reading software. For example, the University of Arizona's Strategic Alternative Learning Techniques program provides educational technology solutions to students, while the University of Warwick has created accessible sensory study rooms with a range of software and additional facilities.

Alternative testing arrangements are also crucial for accommodating students with disabilities. This may involve providing extra time for assignments and exams, offering separate test-taking locations, or allowing for different formats of assessments, such as oral presentations or practical demonstrations. The University of North Carolina at Chapel Hill allows students to register their needs with the Office of Accessibility Resources and Service, which provides classroom accommodations and academic coaching.

Universities can also offer support through disability resource centres, disability services offices, and disability rights organisations. These offices can help students navigate the necessary paperwork, apply for funding, and access specialised equipment and resources. Additionally, universities can promote inclusivity and raise awareness about disability rights and accommodations through awareness programmes, training, and events.

By providing a comprehensive range of support services, universities can help ensure that students with disabilities have equal opportunities to succeed in their academic pursuits.

Frequently asked questions