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Strive for ‘beyond compliance’ through collaborative Universal Design
Author(s) -
Freedman Justin E.,
Drelick Alicia M.
Publication year - 2021
Publication title -
disability compliance for higher education
Language(s) - English
Resource type - Journals
eISSN - 1943-8001
pISSN - 1086-1335
DOI - 10.1002/dhe.31007
Subject(s) - obstacle , register (sociolinguistics) , compliance (psychology) , psychology , medical education , universal design , internet privacy , computer science , social psychology , medicine , political science , world wide web , philosophy , linguistics , law
Many students who have been previously identified as having a disability do not access accommodations once enrolled in higher education. Some students do not register with Disability Services. Others register but choose not to disclose their disability status to individual course instructors. Still others, including students in our own research, go so far as to discuss accommodations with instructors but ultimately downplay their need for accommodations or even proactively offer not to use them in an attempt to be more like students without disabilities. The voices of students with disabilities in research consistently demonstrate that the many steps involved in disclosing their disability status create an obstacle to accessing accommodations.