Access, Inclusion, and Belonging of College Students With Disabilities in U.S. Colleges and Universities

• In Event: AERA Roundtable Session Wednesday 12:40 pm Four Seasons Ballroom 1
  In Roundtable Session: Access in Academia: Diverse Perspectives on Disability in Higher Education (Table 4)

Abstract

This study investigates the access, inclusion, and sense of belonging of college students with disabilities in U.S. higher education institutions. Utilizing the bio-psycho-social framework and a social justice approach, the research explores how environmental barriers affect disabled students' experiences. Data was gathered through the Disabled Students Access, Inclusion, and Belonging Questionnaire to identify these barriers and assess their impact. Findings reveal that students with disabilities encounter numerous environmental challenges that hinder their access, inclusion, and belonging in higher education settings. The study underscores the necessity for stakeholders to collaborate and invest in creating more accessible and inclusive college environments. Addressing these environmental barriers is crucial for advancing disability rights and improving the academic and personal well-being of students with disabilities.

Author

• Theodoto Ressa, Wayne State University