Summary
A wide variety of team members are presenting research findings at the world's largest conference of education researchers.
Researchers from the National Disability Center for Student Success will be presenting their findings at the American Education Research Association Annual Meeting (AERA 2026) in Los Angeles, April 8–12, 2026.
AERA 2026 Delegation
A variety of people from the National Disability Center’s interdisciplinary teams authored the research that was accepted for presentation at AERA 2026. They include:
Leadership Team
- Stephanie W. Cawthon, PhD, Executive Director and Principal Investigator
- Desirée Lama, MA, Coordinator of Student Partnerships
Student Fellows
- Lily Alvarez, BA, Doctoral Student
- Madeline (Maddy) O’Grady, BS, Doctoral Student
- Ifeoluwa (Ife) Adekoya, Undergraduate Student
Faculty Cadre
- Maura Borrego, PhD
Research Team
- Ryan A. Mata, PhD, Doctoral Research Associate
- Dalton Kendrick, MSEd, Graduate Research Assistant
Disability on Campus
The first presentation, Disability on Campus: How Do Individual and College Environment Factors Predict Levels of Disability Disclosure?, is a paper on Wednesday, April 8, co-presented by Maddy O’Grady, Maura Borrego, and Stephanie W. Cawthon.
It is part of the session “Neurodivergent and Disability Discourse in Higher Education.”
This study examines predictors of disability disclosure among disabled college students. Using survey data from students across the United States, the research team applied binary logistic regression models to analyze disclosure patterns to friends, professors, and disability services offices.
Campus-level factors include social belonging, classroom accessibility, and campus accessibility. Individual factors include time of diagnosis and gender identity. Results indicate that disclosure decisions vary depending on context. Social belonging predicts disclosure to friends. Classroom accessibility predicts disclosure to disability services. Disclosure to professors is higher among students identifying outside the gender binary. These findings underscore the importance of campus environments in shaping disclosure decisions.
Navigating Disability Disclosure in College
The second presentation, Navigating Disability Disclosure in College: A Mixed-Methods Exploration of Peer, Faculty, and Staff Contexts, is a paper on Thursday, April 9, co-presented by Ryan A. Mata, Desirée Lama, and Stephanie W. Cawthon.
It is part of the session “Rethinking equity in higher education.”
This mixed-methods study examines how disabled undergraduates navigate disclosure across peers, instructors, and disability services staff. Disabled students now represent more than one-fifth of U.S. college students. Disclosure can unlock formal accommodations; however, it may also carry perceived risk.
The study integrates survey data from 189 students with in-depth interviews from 24 participants. Quantitative findings show that 36% of students never disclose, while 19% disclose to peers, instructors, and staff. Disclosure to disability services staff strongly correlates with providing accommodation letters to instructors. Qualitative themes illuminate distinct disclosure approaches and the beliefs that shape those decisions. The findings inform professional learning efforts that strengthen accessibility across campus contexts.
When the World Went Remote
The third presentation, When the World Went Remote: A Turning Point for Accessibility in Postsecondary Education, is a paper on Friday, April 10, co-presented by Ife Adekoya, Desirée Lama, and Stephanie W. Cawthon.
It is part of the session “Critical considerations for in-person and online teaching.”
In this study, the research team examines how the COVID-19 pandemic disrupted higher education and reshaped instructional practices related to accessibility. When campuses closed and instruction moved online, faculty were required to rapidly adapt their teaching approaches. While the shift introduced significant challenges, it also created opportunities to expand the use of accessible teaching strategies.
Through thematic analysis, the study explores reported usage of accessible instructional practices before and after the pandemic. Findings reveal increased understanding and implementation of accessibility strategies, along with expanded provision of accommodations. The results highlight how crisis-driven adaptation contributed to lasting changes in postsecondary learning environments.
About AERA 2026
AERA’s annual conference is a showcase for groundbreaking, innovative education research in an array of areas, including postsecondary settings, disability, and accessibility. The year’s theme, futuring for education and education research; asks researchers, practitioners, and policymakers to “Collectively reflect on how to leverage our disciplinary and methodological diversity in service of unforgetting histories.”
Check the AERA 2026 program for complete details, times, and locations. The conference hashtag is #AERA26.
