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Cited by 109Disability Education and EmploymentDisability Rights and RepresentationHigher Education Practises and Engagement

Academic accommodations for university students living with disability and the potential of universal design to address their needs

Open access
Edwards, Miriam, Poed, Shiralee, Al-Nawab, Hadeel, Penna, Olivia·2022·Higher Education
DOI 10.1007/s10734-021-00800-wPMC PMC8776367
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Abstract

This paper reports on a faculty-wide investigation into the experiences of students requiring academic accommodations due to disability. Underpinned by the social model of disability and acceptance that universal design benefits the entire community, this study was conducted at a leading Australian university. A mixed methods approach was used to examine each of the three standard accommodations available: assignment extension, special consideration, and academic adjustment plans. Students living with disability were able to self-identify and to share their experiences relating to these procedures. As a result, data from 493 student survey responses and 9 subsequent follow-on interviews were analysed. At the same time, 10 disability support staff were asked about barriers and enablers faced by students. It was found that most students requiring assistance due to disability, identified as having a 'hidden' disability (learning, cognition or psychiatric conditions). It was also found that accommodations most often related to assessment. While students were most satisfied with academic adjustment plans developed with the support staff, self-perceived notions of stigma associated with disability negatively impacted upon interactions with peers and teaching staff. This study contributes to an emerging body of literature which considers the potential impact universal design might have on the student experience. It is argued that findings are particularly relevant as educators re-imagine university learning and teaching for a post-COVID world.

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  • For ND students, these systems are experienced in a far more complicated manner and shaped by self-perceived stigmas and low academic self-efficacy beliefs.

    “For ND students, these systems are experienced in a far more complicated manner and shaped by self-perceived stigmas (Clouder et al., 2020;Edwards et al., 2022) and low academic self-efficacy beliefs (Reed et al., 2015).”

    From Neurodivergent (Autism and ADHD) student experiences of access and inclusion in higher education: an ecological systems theory perspective (2025) · cites this paper as Edwards et al., 2022

    The Discussion says self-perceived stigma influenced the experiences of university students seeking disability accommodations, and the Findings say stigma affected interactions with peers and teaching staff. The study does not establish this specifically for neurodivergent students. The low academic self-efficacy claim is attached to Reed et al. (2015), not Edwards et al. (2022). No page numbers are available in our copy. (LLM, conf=0.84)

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  • We reveal the impact on NDHE students from the complicated administrative nature of RAPs and the variability in how they are received and accommodated by teachers and students, validating Edwards and colleagues' (2022) findings of self-perceived stigma.

    “Pertinently, we reveal the impact on NDHE students from the complicated administrative nature of RAPs and the variability in how they are received and accommodated by teachers and students (Vaccaro and Kimball, 2019), validating Edwards and colleagues' (2022) findings of self-perceived stigma.”

    From Neurodivergent (Autism and ADHD) student experiences of access and inclusion in higher education: an ecological systems theory perspective (2025) · cites this paper as Edwards et al., 2022

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Authors
Edwards, M., Poed, S., Al-Nawab, H., & Penna, O.
Affiliations
  • The University of Melbourne (AU)
  • The University of Queensland (AU)
Corresponding author
Edwards, Miriam
ORCID
Venue
Higher Education
Publisher
Springer Science and Business Media LLC
Published
2022-01-21
Volume
84
Issue
4
Pages
779-799
ISSN
  • 0018-1560 (ISSN-L)
  • 1573-174X
DOI
10.1007/s10734-021-00800-w
PMC
PMC8776367
OpenAlex
W4205215789
Cited by
109
References
49
Citations by year
2026: 28 · 2025: 28 · 2024: 24 · 2023: 19 · 2022: 10
FWCI
21.02
Type
journal article
Language
en
Open access
Licence
Locations
  • Higher Education (publishedVersion)
  • PubMed Central (publishedVersion)
  • PubMed (publishedVersion)
Funders
University of Melbourne
Topics
  • Social Sciences › Safety Research › Disability Education and Employment
  • Social Sciences › Safety Research › Disability Rights and Representation
  • Social Sciences › Education › Higher Education Practises and Engagement
Keywords
academic accommodations, students with disabilities, Universal Design for Learning, social model of disability, special consideration, hidden disabilities, disability stigma, student experience

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