(Re)envisioning considerations for disabled community college students

Abstract

While community colleges enroll high proportions of disabled students, limited research exists on considerations that college personnel should account for in meeting disabled students' varied needs and strengths. This article explores the impacts of policies and processes on disabled community college students and presents five policy-related issues and recommendations on how various community college agents with the power to inform and enact policy, including administrators/staff, researchers, and instructors, can best serve disabled community college students.Community colleges enroll the highest proportions of disabled students in postsecondary education. Throughout the article we use the language of disabled students rather than students with disabilities in recognition of the environmental forces that serve to disempower and disable individuals. This language is in line with social justice, activist, and identityfirst models of understanding disability. When referencing existing literature and research, we defer to the language used by the original authors as language preference regarding disability can differ based on location, population, and participants.During the 2011-12 academic year, 12.7% of first-time postsecondary students in 2-year colleges identified as having a disability, compared to 10.7% at 4-year institutions (Snyder, de Brey, & Dillow, 2019). Nationally, disabled students experience lower rates of postsecondary enrollment, degree attainment, and post-educational employment outcomes (Kessler Foundation & National Organization on Disability, 2010;Newman et al., 2011). However, Newman et al. (2011 noted that for disabled students, community college completion rates are nearly twice that of their non-disabled counterparts (41.3% compared to 22.4%). Bolstering disabled students' persistence in community college may also yield dividends in enhancing the quality of their experiences.Enrollment of disabled students in postsecondary education is likely to continue to increase based on trends from the past decade (Aquino & Bittinger, 2019;Snyder et al., 2019). Ensuring that these students possess equitable opportunities for engaging in college and obtaining their desired outcomes is of pivotal importance. Enacting clear policies and strategic plans are crucial for supporting equitable opportunities for disabled college students. Here we will examine policy issues related to five topics (entrance,

“What Do We Have to Do?” Community College CTE Faculty Perceptions, Preparedness, and Propositions in Supporting Disabled Students’ Employment Opportunities

“…To address limited faculty understandings of disability, many colleges provide Universal Design training that centers on how faculty can better meet disabled students' distinct needs and ways of learning (Hartsoe & Barclay, 2017). Indeed, professional development opportunities focused on disability education help raise faculty adeptness in transforming into inclusive educators (Lombardi et al, 2013), with incentivization through attaining professional development (PD) credits recommended as key to bolstering participation (Nachman & Wilke, 2021). Ultimately, colleges must invest in disability education to help faculty develop initial awareness about disability and reform their teaching practices.…”

Disability resource professionals’ perceived challenges in minority-serving institutions during COVID-19: Recommendations for supporting students with disabilities.

“…Despite the increased presence within the higher education setting, this student group has experienced barriers in the transition into and within the postsecondary environment (e.g., Hong, 2015). Even with the call to explore and support this student group (Evans et al, 2017; Kim & Aquino, 2017), research continues to document the challenges faced in supporting students with disabilities in their postsecondary journey (Kimball et al, 2016; Nachman & Wilke, 2021).…”