Recent advancements in computer technology, a changing global economy, and increased specialization in jobs have resulted in career opportunities for people with disabilities that were previously considered impractical, if not impossible. Many of these careers require skills and knowledge that must be obtained through postsecondary education. Show
Enrollment in Postsecondary EducationThe number of students with disabilities attending higher education has increased. In a recent study, the number of postsecondary undergraduate students identified as having disabilities in the United States was found to represent 6% of the student body. The types of disabilities reported by these students were:
The federal government has made it clear that institutions must provide reasonable accommodations to ensure that otherwise qualified students with disabilities have access to educational opportunities. With advancements in technology, state and federal mandates, and improved awareness about disability, students with a wide range of disabilities are now able to participate in every institution of higher learning. Representation in Postsecondary EducationAlthough postsecondary enrollment for students with disabilities is increasing, individuals with disabilities continue to be underrepresented in postsecondary education when compared to their non-disabled peers. For example, two years after high school, 63% of students with disabilities were enrolled in postsecondary education compared to 72% of students without disabilities. Students with disabilities were also more likely to enroll in 2-year versus 4-year institutions. Of those enrolled in higher education, 42% of students with disabilities and 62 % of students without disabilities were enrolled in 4-year schools. In terms of degree attainment, students with disabilities were significantly less likely to earn bachelor's degrees than students without disabilities. Sixteen percent of students with disabilities earned a bachelor's degree, compared to 27% of students without disabilities, while both 25% of students with and without disabilities earned associate's degrees or vocational certificates (Horn & Berktold, 1999). Career outcomes for college graduates with disabilities are reported to be significantly higher for those who earn a bachelor's degree (Stodden, 1998). Typical AccommodationsFor students who are enrolled in postsecondary education, report their disability, and request accommodations, most schools provide support services. A 1996-97 and 1997-98 survey indicated that 98% of postsecondary institutions that enrolled students with disabilities provided at least one support service or accommodation to a student with a disability. The most frequent accommodations provided were:
While most students report that instructors are generally willing to provide accommodations, there were certain accommodations that faculty were less willing to provide, such as alternative assignments, copies of lecture notes, tape recorded assignments, and proofreaders (Nelson, Dodd & Smith, 1990). Faculty attitudes and willingness to provide accommodation also varied by academic department. Education faculty were the most willing to accommodate, followed by business. Arts and sciences were the least willing to provide accommodations. Students with disabilities report that faculty attitudes are an important part of implementing successful academic accommodations in higher education (Burgstahler, 2000). Burgstahler, S. (2000). Accommodating students with disabilities: Professional development needs of faculty. To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, 21, 181-183. Horn, L. & Berktold, J. (1999). Students with disabilities in postsecondary education. A profile of preparation, participation, and outcomes. Educational Statistics Quarterly, 1(3), 59-64. Nelson, J., Dodd, J. & Smith, D. (1990). Faculty willingness to accommodate students with learning disabilities: A comparison among academic divisions. Journal of Learning Disabilities, 23(3), 185-189 Stodden, R. A. (1998). School-to-work transition: Overview of disability legislation. In F. Rusch & J. Chadsey (Eds.), Beyond high school: Transition from school to work. Belmont, CA: Wadsworth Publishing. What percentage of college students have learning disabilities?18% of full-time undergraduate students and 12% of full-time graduate students. 21% of undergraduate students and 12% of graduate students enrolled part-time for some part of the academic year.
Which kind of disability is the most prevalent among college students?Mental health disorders and learning disabilities are the most common types of disabilities students report, with more female students than male students reporting having a mental health disorder. Nearly half of students with disabilities do not register with their institution's disability services office for support.
What percentage of students with disabilities have specific learning disabilities?Since almost five percent of all students in our nation's public schools are classified as having specific learning disabilities (SLD), every teacher can expect to find students with learning disabilities in the classroom.
What percentage of students with disabilities spend more than 80% of their school day learning in general education classrooms?Approximately two-thirds to three-quarters of students with specific learning disabilities (75 percent), developmental delays (69 percent), other health impairments (69 percent), and visual impairments (69 percent) spent 80 percent or more of the school day in general classes.
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Students with disabilities in higher education statistics
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