Faculty play a central role in shaping accessible learning environments, yet their perspectives are rarely measured. This research focuses on faculty confidence, institutional support, and instructional decision-making, offering evidence to better understand how faculty experiences influence accessibility across classrooms and academic programs.
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Type of document
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Summary
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Published Date
Authors
Audience
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CCSSE
Developmental Course Taking and Academic Outcomes for Community College Students Who Use Disability Services
PDF
Journal Article
Enrollment in developmental courses is a measure of college readiness and a common experience among US college students, particularly those with disabilities at 2-year colleges. In this study, we examine how enrollment in developmental coursework is associated with engagement and academic outcomes among students who use disability services. Using data from the Community College Survey of Student Engagement (CCSSE) 2021–2023 cohort (N = 218,302 students, 481 community and technical colleges, 44 states) and multilevel structural equation modeling, we find that developmental course enrollment is associated with higher levels of engagement and perceived academic skills and career preparation. The results have implications for supporting students with disabilities in entering and completing college.
805
01/08/2025
Stephanie Cawthon, North Cooc, Anna-Mari Fall, Mike Bohlig (Retired), Denisa Gándara, Pierce Capelli, Greg Roberts
All
218,302 students, 481 community and technical colleges, 44 states
Published
CCSSE
Disability Service Use and Community College Outcomes
PDF
Journal Article
This analysis focused on the use of disability services as a predictor of engagement and academic outcomes for community college students. This study used data from the 2023 Community College Survey of Student Engagement (CCSSE) and included data from the years 2021 through 2023 (same as above). The full data included 218,302 students from 48 community and technical colleges across 44 states. The analysis set included only students who had valid values for the survey weight variable and reported a valid response to the question asking if they had used a disability service during the academic year in which they completed the survey. This resulted in a final analysis sample of 191,216. One and two-level models were tested for each of the three main outcomes (student engagement, academic skill development, and career development), and each analysis controlled for the demographic variables of race or ethnicity, gender, English as a first language, traditional college age, first generation college status, total college terms enrolled, and hours working for pay. Overall students who used disability services reported stronger academic and career preparation outcoems than those who did not. There was also significant variability within outcomes for many of the other different demographic groups. The results demonstrate how disability services are one support that can improve student success.
Moderating Effect of Accessibility on Disabled Community College Student Outcomes
PDF
Journal Article
This analysis will focus on the 2025 CCSSE data from community and technical colleges around the country. The analysis is still in preliminary phases, but the current plan is to utilize the new disability demographic variables and accessibility module co-created by the NDCSS in an analysis of predictors of academic engagement, perceived academic skills, and career preparation. This summary will updated as analysis continue.
428
Stephanie Cawthon, Pierce Cappelli, Anna-Mari Fall, Greg Roberts
All
Pending
Campus Accessibility Measure
Access Leads to Achievement: A national report on disabled college student experiences
PDF
Report
This national report synthesizes CAM survey responses and interviews with diverse students navigating higher education with disabilities — highlighting key challenges, institutional responses, and opportunities for improvement. The findings reveal both systemic barriers and examples of effective support, suggesting areas for institutional policy development. Findings from this study help to fill a critical knowledge and practice gap in higher education. This is partly due to the significant under-representation of disabled perspectives in research, leadership, and services. These evidence gaps can be seen in all postsecondary pathways — career and technical training, 2-year community college, and 4-year programs. There is, therefore, a disconnect between the lived experiences of disabled students, current policies and practices to support their postsecondary success, and the research foundation for future interventions.
The Campus Accessibility Measure: Toward Better Research and Understanding of the Disabled Student Experience in Postsecondary Education
PDF
Journal Article
The Campus Accessibility Measure (CAM) was designed to be used in research of U.S. postsecondary students enrolled in technical training, community college, and 4-year college programs. In contrast with other surveys in the field, this measure is NOT designed to focus only on students with disabilities. Accessibility is experienced by all students in many ways, not just those who may request accommodations from the institution. Further, formal disability disclosure rates are quite low, meaning that a focus only on targeted supports misses a large proportion of the disabled population. Reflecting both the general and specific nature of accessibility in postsecondary settings, this measure includes questions that are answered by all students, with a subset that are only provided to students who self-disclose as having a disability.
Navigating Disability Disclosure in College: A Mixed‑Methods Exploration of Peer, Faculty, and Staff Contexts
PDF
Conference Paper
Disabled undergraduates—now more than one‑fifth of U.S. college students—face pivotal choices about when, where, and to whom they disclose their disabilities. Disclosure can unlock formal accommodations, yet also exposes students to stigma. This mixed‑methods study integrates survey data from 189 disabled students with in‑depth interviews (N = 24) to map disclosure patterns across peers, instructors, and disability‑services staff and to reveal the beliefs that drive those choices. Quantitatively, 36% never disclose, while 19% disclose to all three groups; disclosure to staff is strongly correlated with providing letters to instructors (r = .81). Qualitative themes illuminate unique disclosure approaches and contributing factors. Findings inform training that fosters an “accessibility mindset” among faculty and administrators.
837
Ryan Mata, Stephanie Cawthon, Desiree Lama, Maya Fela
Disability on campus: How do individual and college environment factors predict levels of disability disclosure?
PDF
Conference Paper
The present study examines predictors of disability disclosure to friends, professors, and disability service offices among disabled college students (N = 189). Using data from students across the U.S., binary logistic regression models tested the influence of campus factors (social belonging, classroom accessibility, campus accessibility) and individual factors (gender identity, time of diagnosis) influence on disclosure. Results show different factors are important to students dependent on whom they disclose to. Social belonging on campus significantly predicted disclosure to friends, while classroom accessibility predicted disclosure to disability services, while disclosure to professors was significantly higher among students identifying outside the gender binary. These findings highlight how disclosure decisions vary by context and indicate the need for supportive campus environments.
902
01/04/2026
Madeleine O Grady, Stephanie Cawthon, Maura Borrego
All
Survey = 189 participants
Accepted
Campus Accessibility Measure
Student Voices on Disability & Life: A Mixed Methods Study
PDF
Dissertation or Thesis
The current study will report on trends from this data through descriptive statistics and inferential analyses, shedding light on macro-level patterns in perceived accessibility and exploring its potential associations with different levels of disclosure for disabled students. Utilizing mixed methods in a sequential, equal status design will allow me to identify both broad and specific patterns within the data (Creswell & Plano Clark, 2011). I will use both quantitative and qualitative methods in a two-phase, equal status sequential design (Leech & Onwuegbuzie, 2009) to uncover more about disabled students’ patterns in disclosure practices, perceptions of accessibility, sources of support in college, and social engagement. The use of mixed methods aligns with pragmatism, which emphasizes researchers utilizing “what works” when gathering, analyzing, and presenting information to address the needs of stakeholders (Creswell, 2013).
The Complexities of Disability in Higher Education: Understanding the Impact of Intersectionality on Disability Accommodation Requests and Academic Success
PDF
Dissertation or Thesis
Intersectionality is a theoretical framework that provides a deeper understanding of the complex and interconnected layers of oppression and privilege. The primary purpose of this study is to gauge the accessibility of the accommodations request process for disabled students and how it impacts perception and engagement with higher education by adopting an intersectional approach. Utilizing thematic analysis, this study examines secondary interview data to explore students with disabilities' perceptions of sense of belonging, the development and acts of self-advocacy, and academic success and trajectory in relation to requesting accommodations at 2-year community colleges, 4-year institutions, and technical/trading programs. The analysis revealed common themes between disability identity, academic success, social belonging, disclosure, and institution processes.
873
01/05/2025
Desirée Lama
All
Interviews = 24 participants
Published
Campus Accessibility Measure
You always have to advocate for yourself”: Administrative Burdens and the Experiences of College Students with Disabilities
PDF
Conference Paper
Drawing on the framework of administrative burdens (Herd & Moynihan, 2020), this study investigates the institutional processes that hinder access to benefits for which students with disabilities qualify. In this context, such benefits include not only accommodations but also full access to postsecondary education. To guide the analysis, we pair the administrative burdens framework with Yosso’s (2005) theory of community cultural wealth (CCW), which highlights the assets students bring from their families and communities—as well as the strategies they develop to navigate environments not designed with them in mind. We also apply an intersectional lens to understand how experiences related to disability interact with other aspects of students’ identities, including ethnoracial background, gender, sexuality, socioeconomic status, and family role.
856
Denisa Gandára, Ryan Mata, Stephanie Cawthon, Ife Adekoya
All
Interviews = 24 participants
Pending
Campus Accessibility Measure
Measuring Disability in Higher Education
PDF
Journal Article
This is an invited journal article for New Directions in Community Colleges that will explore how we think about measuring disability, particularly in the context of higher education. Traditional approaches such as number of students who disclose and obtain accommodations significantly underestimate the percentage of disabled students on campus. There is also evolving conversation around disability identity, particularly within the neurodivergence space. The manuscript is due in May.
489
Stephanie Cawthon and Ryan Mata
All
Pending
UT Campus Accessibility Spotlights
De-Siloing Mental Health and Disability Resources
PDF
Campus Spotlight
This Campus Accessibility Spotlight focuses on early efforts at The University of Texas at Austin to connect institutional resources that support students experiencing mental health challenges in their academic course load and trajectory. Interviews with multiple campus partners indicated that there are significant resources and training available to support students, but it is mainly siloed in different units across the institution.
437
01/10/2024
National Disability Center for Student Success
All
Published
UT Campus Accessibility Spotlights
Disability Cultural Centers and Student Success
PDF
Campus Spotlight
This Campus Accessibility Spotlight focuses on the expanding effort to create Disability Cultural Centers (DCCs) on U.S. campuses as part of a web of support for disabled students in postsecondary education. These centers strive to offer services that complement but are not the same as formal accommodations provided to students under the Americans with Disabilities Act.
Using insights and data from the newly established Disability Cultural Center at The University of Texas at Austin, this spotlight explains the early stages of center development and offers recommendations for other postsecondary institutions interested in launching their own.
653
01/12/2024
National Disability Center for Student Success
All
Published
UT Campus Accessibility Spotlights
Digital Content Accessibility
PDF
Campus Spotlight
The Ally Accessibility Platform at The University of Texas at Austin is an accessibility plugin for its learning management system (LMS), Canvas. Vital for course content delivery and student-faculty interaction, LMS accessibility is crucial for inclusive learning environments — and legally required for compliance with federal law.
333
01/07/2024
National Disability Center for Student Success
All
Published
UT Campus Accessibility Spotlights
Expanding Disability Access in STEM
PDF
Campus Spotlight
This Campus Accessibility Spotlight focuses on early efforts at The University of Texas at Austin to build a more accessible Science, Technology, Engineering, and Math (STEM) pipeline for all students, including students with disabilities. STEM fields are in high demand for skilled graduates, making them both an essential talent pool for US businesses and an attractive career path for college students. Disabled students remain a great untapped resource in STEM fields. Interviews with multiple campus partners indicated that there are significant resources and training available to support students, but that greater awareness is needed for a systematic impact.
667
01/03/2025
National Disability Center for Student Success
All
Published
National Campus Accessibility Spotlights
Advancing Retention Through Accessibility
PDF
Campus Spotlight
This Campus Accessibility Spotlight focuses on strategies to support student retention at The Ohio State University. These conversations focus on accessibility as a potential framework for understanding student needs and institutional impact for all students, but especially students with disabilities.
302
01/10/2025
National Disability Center for Student Success
All
Published
National Campus Accessibility Spotlights
Centering Accessibility in Faculty Development
PDF
Campus Spotlight
This Campus Accessibility Spotlight examines how Oregon State University faculty members are integrating disability and accessibility considerations into both their curriculum and departmental culture. Focusing on both formal and informal approaches, these actions add person-centered perspectives that are aligned with the overall campus initiatives. When faculty prioritize accessibility as a shared value rather than an individual accommodation, they create learning environments where all students can participate fully from the start—shifting the culture from reactive compliance to proactive inclusion.
608
01/02/2025
National Disability Center for Student Success
All
Published
National Campus Accessibility Spotlights
Utah Community College Spotlight
PDF
Campus Spotlight
This Campus Accessibility Spotlight will examine accessibility factors in offsite and internship opportunities.
112
01/03/2025
National Disability Center for Student Success
All
Pending
National Campus Accessibility Spotlights
University of Minnesota Spotlight
PDF
Campus Spotlight
This Campus Accessibility Spotlight will examine accessibility within the medical education field.
99
01/03/2025
National Disability Center for Student Success
All
Not Started
Faculty Accessibility Measure
Access Leads to Achievement: A National Report on Faculty Accessibility Practices
PDF
Report
The National Disability Center has studied student experiences extensively, but we know surprisingly little about what faculty actually think and feel about accessibility. The Faculty Accessibility Measure seeks to fill this gap.
The survey measures two distinct dimensions—individual confidence and institutional support—giving institutions a clear framework for targeting interventions where they're needed. Rather than treating accessibility as a single concept, this approach recognizes that even motivated faculty can struggle without proper institutional backing, and that robust support systems don't automatically translate to faculty confidence. These quantitative findings provide institutions with concrete evidence for decision-making and offer researchers a validated tool for tracking progress across different campus contexts.
The Faculty Accessibility Measure: Toward Better Research and Understanding of How Faculty Shape Accessibility in Postsecondary Education
PDF
Measure
This measure focuses on both disabled and non-disabled faculty and their experiences supporting students who request accommodations or accessible arrangements through both formal and informal processes. Faculty routinely navigate accessibility decisions whether students provide official documentation, disclose informally, or do not disclose at all. To reflect this reality, the measure captures faculty perspectives on general accessibility practices that shape learning environments for all students, alongside items that address experiences related to disability disclosure, accommodation requests, and institutional support. This approach recognizes accessibility as an ongoing, relational aspect of teaching rather than a practice limited to formal accommodation systems.
When the World Went Remote: A Turning Point for Accessibility in Postsecondary Education
PDF
Conference Paper
The purpose of this paper is to examine how the COVID-19 pandemic shifted faculty members’ understanding and usage of accessible teaching strategies in their classes.
A total of 23 faculty share the accessible teaching strategies that they implemented during the COVID-19 pandemic continued to be implemented (or not)
One outcome from this anaysis is a deeper understanding of ow the shift to remote instruction affected faculty awareness of students with disabilities and their learning/access needs.
504
01/04/2026
Desirée Lama, Soren Aldaco, Ife Adekoya, and Stephanie Cawthon
All
Pending
Faculty Accessibility Measure
Reflecting on Accessibility: Faculty Understandings and Teaching Practices in Higher Education
PDF
Dissertation or Thesis
Faculty in higher education are responsible for ensuring that students have a fair and accessible learning experience. They play a critical role in creating accessible teaching experiences for students with disabilities, serving as the foundation of postsecondary education in the United States. According to estimates based on data from the Centers for Disease Control, approximately 4 million college students in the United States have a disability (Centers for Disease Control, CDC, 2022).The primary purpose of this study is to gather insight into how faculty members understand and define accessibility in postsecondary education by exploring their experiences with implementing accessible teaching strategies into their courses. To better understand such experiences, this study delves deep into the supports and barriers that faculty members encounter, which hinder or facilitate the implementation of accessible instructional practices.
945
Desirée Lama
All
Pending
Institutional Leadership
The Current Status of Accessibility in American Higher Education
PDF
Book Chapter
Along with other recent events, the COVID-19 pandemic forced campus stakeholders to reexamine the actual commitment to accessibility within the higher education environment. Higher education is now at a crossroads; one path provides institutions the opportunity to remain engaged with innovative and user-friendly accessibility practices, while the other prioritizes a need to “return to normal.” However, this “return to normal” can also be a return to an inaccessible and noninclusive learning environment and campus culture. This chapter defines the current status of accessibility within the US higher education environment, emphasizing the significant events occurring during the COVID-19 pandemic that created a perfect storm for change and transformation. It then explores factors that may serve as a roadmap to the future of accessibility. The chapter ends with the paradigm shift needed to address the current and future needs of all students, including disabled students: an accessibility mindset.
1.007
01/08/2025
Stephanie Cawthon, Ryan A Mata, Desiree Lama, Lily Alvarez
All
Published
Systematic Literature Review
Mentoring Graduate Students with Disabilities: A Qualitative Evidence Synthesis and Review
PDF
Journal Article
Graduate education is important for career and social mobility, but it is inaccessible to many students with disabilities. Prior research describes structural and societal barriers—including but not limited to ableism and discrimination—and their impact on graduate students with disabilities. This review discusses challenges unique to graduate education such as faculty-student power differentials, unwillingness to disclose disability for fear of appearing incapable, classification of graduate students as both students and employees, and limited applicability of formal accommodations beyond organized coursework. Informed by our lived experience as disabled graduate students and faculty, we conduct a qualitative evidence synthesis of 28 articles, theses, book chapters and reports into actionable steps graduate faculty can take to mentor and support graduate students with disabilities.
