College Students with Disabilities: A Student Development Perspective
Overview of Student Development Theory
Definition: A comprehensive theoretical framework used to understand the multifaceted challenges (academic, social, and emotional) that students with disabilities encounter as they transition into and navigate the college environment.
Importance: This framework is crucial for developing effective support services, designing inclusive campus programs, and fostering a welcoming and accessible campus climate that addresses the unique needs of this student population. It emphasizes proactive rather than reactive support.
Increase in College Participation
Growth Rates: Over the past two decades, the enrollment rate of high school students with disabilities in postsecondary education has significantly increased, effectively doubling. This trend suggests improved access and a greater emphasis on higher education for this demographic (Sources: Lovett and Lewandowski 2006; Wagner et al. 2005). Factors contributing to this rise include enhanced legal protections, increased awareness, and better support systems in both K-12 and higher education.
Legal Protections for Students with Disabilities
1. High School Legal Framework
Individuals with Disabilities Education Improvement Act (IDEIA) of 2004
Mandates the development of individualized special education programs and related services for eligible students aged 3-21.
Requires free and appropriate public education (FAPE) in the least restrictive environment (LRE), meaning students with disabilities should be educated with non-disabled peers to the maximum extent appropriate.
Involves multidisciplinary teams for planning and interventions, ensuring a holistic approach to student support. These teams assess student needs, develop goals, and monitor progress.
Members include the student (when appropriate), parents/guardians, general education teachers, special education teachers, a school psychologist or counselor, and a school administrator, all collaborating to implement and review Individual Education Plans (IEPs).
2. Transition to College
Regulations in Higher Education:
Unlike K-12, colleges and universities are not mandated to identify students with disabilities, nor do they develop IEPs. Instead, they must provide reasonable accommodations to ensure equal access.
College students with disabilities are primarily protected by:
Section 504 of the Rehabilitation Act of 1973: Prohibits discrimination on the basis of disability by any program or activity receiving federal financial assistance. It mandates equal opportunity and access to education.
Americans with Disabilities Act (ADA) of 1990 (and its Amendments Act of 2008): Extends civil rights protections to individuals with disabilities in all areas of public life, including employment, public services, public accommodations, and telecommunications, further reinforcing non-discrimination in higher education.
Student Responsibilities: In the postsecondary setting, the onus shifts significantly to the student, who must:
Self-identify to the Office for Students with Disabilities (OSD) or a comparable campus disability services office.
Provide current and comprehensive documentation of their disability from a qualified professional, clearly outlining the nature of the disability and functional limitations requiring accommodations.
Articulate and request specific required accommodations (e.g., extended time on tests, notetakers, accessible formats) directly from the OSD, which then facilitates these with instructors.
Self-advocate with instructors, communicating their needs and approved accommodations proactively and politely.
Engage actively in the services provided for academic support, understanding that accommodations are provided to ensure equal access, not to guarantee success.
Importance of Self-Advocacy
Transition from Dependence to Independence: This critical shift involves moving away from a system (K-12) where support is provided automatically to an environment (college) where students must actively seek and manage their own accommodations. This transition requires a move from passive receipt of services to a more responsible and proactive role in managing their educational journey (Sources: Brinckerhoff, McGuire, and Shaw 2002; Hadley 2009).
Key Skills for Self-Advocacy: Essential skills include:
Understanding one's specific learning disability or other disability, including its strengths and weaknesses, triggers, and impact on learning.
Identifying effective compensatory strategies that work best for individual needs (e.g., using assistive technology, specific study habits, time management techniques).
Clearly and confidently communicating their needs and rights to professors, OSD staff, and peers.
Knowing when and how to access available resources and support systems.
Student Development Theory as a Framework
Basic Assumption: Educational institutions are not merely places for academic learning but also play a significant role in fostering students’ holistic psychological, social, and emotional development (Sources: Chickering and Reisser 1993). This theory posits that college environments can stimulate growth in various dimensions of a student's life.
Necessity of Adjustment: New students, especially those entering college, confront a profound period of adjustment. They must adapt intellectually to rigorous academic demands and socially to a new community and environment (Sources: Astin 1985; Tinto 1993).
Challenges include emotional detachment from significant relationships formed during high school (family, friends, mentors).
Acceptance of new expectations, norms, and regulations within a college context, which often differ significantly from high school or home environments (Sources: Schlossberg, Lynch, and Chickering 1989).
Special Challenges for Students with Disabilities
Adjustments Necessary for Success: Students with disabilities often face amplified difficulties in anticipating how their specific disability will manifest and impact their college experience. The nature of accommodations and support also shifts, requiring greater personal responsibility (Sources: Brinckerhoff, McGuire, and Shaw 2002).
Challenges with testing situations (e.g., time limits, format, distraction levels).
Classroom instruction (e.g., fast pace lectures, group work, note-taking, accessibility of materials).
Social interactions (e.g., making new friends, participating in campus activities, disclosing disability to peers).
Organization of tasks, time management, and independent living skills, which are often implicitly expected in college.
Need for Independence and Self-Determination Skills: Higher education administration and support services play a crucial role in aiding students in developing greater independence. This involves empowering students to take ownership of their education, advocate for their needs, and make informed choices.
Students must learn to effectively manage increased personal freedom, budgeting, and scheduling, while simultaneously overcoming unique academic and social challenges posed by their disabilities.
Developmental Tasks
Definition of Individual Development: This is conceptualized as a continuous, dynamic process involving the successful achievement of various developmental tasks or vectors as defined by scholars like Chickering. The environmental conditions and interactions within the college setting significantly impact and shape student development (Sources: Chickering 1969; Schlossberg, Lynch, and Chickering 1989).
Areas of Maturation: Chickering's seven vectors of development highlight key areas of growth during the college years:
Intellectual skills (developing critical thinking, analysis, and problem-solving).
Managing emotions and developing self-control (understanding and responding to feelings effectively).
Developing autonomy (moving from dependence to independence and self-reliance).
Establishing identity (clarifying values, beliefs, and sense of self).
Freeing interpersonal relationships (developing mature and interdependent relationships).
Developing purpose (clarifying career plans, lifestyle aspirations, and commitments).
Developing integrity (formulating a consistent set of personal beliefs and values).
Age, socioeconomic status, cultural background, and environmental factors can profoundly influence the pace and nature of developmental progress (Sources: Evans, Forney, and Guido-DiBrito 1998; Hamrick, Evans, and Schuh 2002).
Disabilities can disproportionately amplify challenges in adaptation to the academic environment, requiring more intentional support and self-management strategies (Sources: Heiman and Precel 2003; Tinto 1993).
Specific Challenges for Students with Disabilities: A critical developmental task for students with disabilities is learning to effectively communicate their needs regarding accommodations and support with professors and university staff. This includes the ability to clearly articulate their disability's impact and the specific accommodations required for an equitable learning experience, which is vital for effective transition and success (Source: Heiman and Precel 2003).
Institutional Engagement and Involvement
Importance of Engagement:
Enhancing Intensity of Student Involvement: Research indicates that the greater the student's physical and psychological energy invested in academic and co-curricular activities, the higher their academic attainment, cognitive development, and skill development will be (Sources: Astin 1985; Tinto 1993). Engagement fosters a sense of belonging and purpose.
Risks of Isolation: Without successful integration and active involvement in campus life, students may experience feelings of isolation, marginalization, and disengagement. This risk is particularly pronounced for students with disabilities, who may require extra time for daily tasks, face social barriers, or feel misunderstood, potentially hindering their ability to form connections and participate fully.
Advocacy for Engagement:
Recommendations from the Association on Higher Education And Disability (AHEAD) (2009a):
AHEAD advocates for policies and practices that not only encourage college attendance for students with disabilities but also actively foster the development of essential academic, social, and independent living skills. This includes promoting connections to campus resources and activities crucial for their success and well-being.
Positive Aspects of Disabilities
Shifting Perspectives: While traditional views often characterize disabilities negatively, there is a growing movement to recognize disability as a valid aspect of human diversity and a component of a student's identity (Sources: Linton 1998; Weeber 2004). This perspective reframes disability from a medical deficit model to a social model, emphasizing systemic barriers rather than individual impairments.
Growing interest in disability studies within academia enhances community building, self-advocacy, and activism among students with disabilities, fostering pride and collective identity (Sources: Cory, White, and Stuckey 2010).
Strategies for Supporting Students with Disabilities
Utilize awareness of support services available at potential universities before enrollment. Prospective students and their families should proactively research disability services, available accommodations, and campus resources to ensure the chosen institution can meet their specific needs (Source: Milsom and Hartley 2005).
Educators should familiarize themselves with common specific disabilities (e.g., learning disabilities, ADHD, mental health conditions, sensory impairments) and understand the necessary types of accommodations. This includes knowing how to implement:
Extended testing times and alternative testing formats.
Access to printed texts in accessible formats (e.g., Braille, audio, large print).
Ensuring physical accessibility in classrooms, labs, and other campus facilities (e.g., accessible seating, adjustable tables, clear pathways).
Providing lecture notes or visual aids in advance.
Implement Universal Design for Learning (UDL) principles in courses to create inclusive learning environments from the start (Sources: McGuire, Scott, and Shaw 2004). UDL aims to:
Eliminate the need for individual accommodations for each new student by proactively designing instruction and materials that are accessible to all, treating disability as a common human difference rather than an exception (Source: AHEAD 2009b).
Provide multiple means of representation (presenting information in various ways).
Offer multiple means of action and expression (allowing students to demonstrate learning in different ways).
Ensure multiple means of engagement (stimulating interest and motivation for learning).
Foster robust collaboration between student development professionals (e.g., academic advisors, residential life staff, career services) and disability service providers. This integrated approach enhances service delivery, improves communication, and increases overall integration and retention efforts for students with disabilities.
Encourage the development and support of cultural centers and student organizations specifically for students with disabilities. These groups foster a sense of community, shared identity, and peer support, providing safe spaces outside the formal disability services office where students can connect, advocate, and navigate college life together (Source: Cory, White, and Stuckey 2010).
Educational institutions should actively adopt and integrate developmental theory as a foundational framework for improving service awareness, enhancing program design, and providing holistic support. This approach aims to create a truly welcoming, equitable, and empowering environment for all students with disabilities, fostering their academic success and personal growth.
References
Association on Higher Education And Disability (AHEAD)
Section 504: The Law and Its Impact on Postsecondary Education.
2009a. Advising Students with Disabilities.
2009b. Universal Design in Higher Education: What Is Universal Design?.
Additional references containing foundational theories and practices related to student development and disability services are cited across the text, including seminal works by Astin, Chickering, Evans, and others, providing a robust theoretical and empirical basis.
Author Information
Wanda M. Hadley: Coordinator of Disability Services at Central State University, she is recognized as an expert on first-year students with disabilities, focusing on their unique transition and adjustment needs inherent in the collegiate experience. Her research and professional work contribute significantly to understanding and improving support systems for this population.