Exploring disabled students’ experiences of learning and perspectives of accessible instruction in postsecondary education

• In Event: AERA Roundtable Session Saturday 1:45 pm - Gold 3
  In Roundtable Session: Reflection and Transformation: Centering Disabled Students' Perspectives in Shaping the Future of Higher Education

Abstract

This study explores the learning experiences of postsecondary students with disabilities (SWD) and their perceptions of what constitutes accessible instruction. We analyzed interviews with 23 postsecondary students, including undergraduate and graduate students who experienced ADHD, anxiety, depression, chronic health disabilities, autism spectrum disorder and learning disabilities. Findings revealed that participants 1) required more executive functioning support 2) needed more time and 3) their disability-related exhaustion conflicted with rigid attendance and participation policies. Additionally, the study found that disabled students perceive clarity, ease of access, flexibility, disability affirming and responsive communication as key features of accessible instruction.

Authors

• Emily Tarconish, University of Illinois at Urbana-Champaign

• Shafagh Hadinezhad, University of Illinois at Urbana-Champaign

• Logan Hillary Lauren, University of Illinois at Urbana-Champaign