Disabled students know what works. Their insights offer practical ways to improve teaching, campus design, and support systems in higher education.
What Disabled Students Want You to Know
When colleges talk about accessibility, disabled students are often left out of the conversation. This project changed that.
In a national study on campus access that fueled the National Report on Disabled College Student Experiences, disabled students shared what helped them succeed and what still holds them back. Their words, drawn from in-depth interviews, provide a firsthand view of what works in the classroom, what needs to change in support systems, and how campus design affects their daily experience.
These student-led insights offer a different kind of expertise. They remind us that good policy is not enough. Real change starts by listening.
This best practice highlights their recommendations for instructors, disability staff, and campus leaders. Their experiences point to new ways of improving access, building trust, and creating environments where all students can thrive.
Instructors shape the learning environment
Faculty and staff play a central role in whether students experience access in the classroom. Students across in-person, hybrid, and online courses described instructors as the most important influence on their classroom experience. Flexibility, clear expectations, and multiple participation options helped students feel supported. Access starts with design, but it’s sustained through everyday interactions.
Students rely on more than accommodations
Formal accommodations (e.g., extra time on tests and assignments, flexible attendance, notetakers etc.) are just one part of how disabled students succeed. Many also depend on flexible teaching practices, social connections, personal routines and (perhaps over-rely on) self-advocacy to meet access needs. Having instructors who respond quickly and show understanding makes a real difference. Meaningful support often comes from human connection, not just documentation.
Access issues happen across campus
Beyond the classroom, students experience barriers in websites, registration systems, and communication with campus offices. These challenges persist across online, hybrid, and in-person programs. Creating an accessible college experience requires coordination across departments and platforms to ensure physical and digital accessibility.
Relationships build trust
Trust helps students speak up about what they need. When faculty and staff consistently offer follow-ups, express that they care through actions, students are more likely to reach out. These relationships build a sense of belonging and reduce the pressure students feel to manage everything alone.
Students want their opinion to matter
Students notice when faculty and staff ask for feedback and make space for their input. Simple questions like “Is this too much reading?” help students feel included and valued. Listening builds trust, and trust creates better learning environments.
