Cripping the content: An analysis of disability-related digital content at engineering-intensive universities

“DisCrit emphasizes the ways in which ableism reinforces hegemonic norms, often invisibly, within institutional structures (Annamma et al., 2013).”

“…fi c advancements (e.g., the Human Genome Project and Mars Exploration Rover) and entertainment phenomena (e.g., TikTok and streaming services) (Anthes et al., 2016; Crisp et al., 2003; Hall and Hosch, 2020; Talukdar and Gauri, 2011; The 1000 Genomes Project Consortium, 2010; Volle, 2024; Wang…”

“Along each step of the disability accommodations process, students encounter both systemic and personal barriers that must be circumnavigated to receive accommodations (Crabtree et al., 2023; Figard et al., 2023; Haegele and Hodge, 2016; Moriña, 2024; Wilke et al., 2023; Zongrone et al., 2021).”

“Several studies have examined the barriers associated with registering for disability services and requesting accommodations in higher education (e.g., Grimes et al., 2020; Hong, 2015; Kutscher and Tuckwiller, 2018; Lyman et al., 2016; Mkabile and Swartz, 2020).”

“As institutions pour resources into image preservation, they inadvertently reinforce systemic barriers that marginalize disabled students, faculty, and staff (Ahonen et al., 2014).”

“The disconnect in requirements often necessitates students to undergo additional and potentially costly and/or time-intensive medical testing in order to reestablish “ proof ” of their disability(s) (Couzens et al., 2015; Gould et al., 2019).”

“Unfortunately, disability is often excluded in broader diversity discussions, initiatives, and research (Cech, 2022; Darling, 2013; Davis, 2011; Groen-McCall et al., 2018; Kim and Aquino, 2017).”

“Previous literature has emphasized the exclusion of disabled people and ableism in DEI measures, research, and action (Edwards, 2022; Singleton et al., 2021; Wolbring and Lillywhite, 2021).”

“Despite the gross underrepresentation and marginalization of disabled students, disability is frequently ignored in campus discussions surrounding diversity and equity initiatives, even more than three decades after the passage of the Americans with Disabilities Act (ADA) (Kimball et al., 2016; Spingola, 2020).”

“Consequences of this include the policies, programs, and services often going unused by the majority of disabled students at the institution (Beddoes and Denowitz, 2022; Newman et al., 2021) and potentially not re fl ecting the full spectrum of needs.”

“Funding and support initiatives typically rely on empirical evidence to justify their allocation (Peña, 2014; Swenor, 2022).”

“Along each step of the disability accommodations process, students encounter both systemic and personal barriers that must be circumnavigated to receive accommodations (Crabtree et al., 2023; Figard et al., 2023; Haegele and Hodge, 2016; Moriña, 2024; Wilke et al., 2023; Zongrone et al., 2021).”

“…coaching, enhanced understanding of accom-modations, disability-speci fi c faculty training, and cross-program collaboration between post-secondary institutions (Aguirre et al., 2021; Fleming et al., 2017b, 2017c; Getzel, 2014; Moriña and Carballo, 2017; Peterson, 2021; Prema and Dhand, 2019).”

“…trickle-down effect can reinforce existing power dynamics within academia, where faculty members holding privileged identities may be less inclined to challenge unjust norms (e.g., ableist, racist, and sexist) and advocate for marginalized groups (Buchanan et al., 2022; Marchiondo et al., 2023).”

“Several studies have examined the barriers associated with registering for disability services and requesting accommodations in higher education (e.g., Grimes et al., 2020; Hong, 2015; Kutscher and Tuckwiller, 2018; Lyman et al., 2016; Mkabile and Swartz, 2020).”

“…the cycle of exclusion, universities must prioritize DEI efforts across all levels of the institution, not merely as performative gestures but as active and intentional practices that address the systems of ableism in which they were created (Biesta et al., 2022; Velez and Jessup-Anger, 2022).”

“Ballard et al. (2020) aptly describe these efforts as “ good cocktail conversations, ” captivating in the moment but lacking lasting impact.”

“…coaching, enhanced understanding of accom-modations, disability-speci fi c faculty training, and cross-program collaboration between post-secondary institutions (Aguirre et al., 2021; Fleming et al., 2017b, 2017c; Getzel, 2014; Moriña and Carballo, 2017; Peterson, 2021; Prema and Dhand, 2019).”

“As a result, students may have dif fi culties accessing needed services or support, such as classroom accommodations (Lindstrom and Lindstrom, 2017; Lovett et al., 2015).”

“…(e.g., the Human Genome Project and Mars Exploration Rover) and entertainment phenomena (e.g., TikTok and streaming services) (Anthes et al., 2016; Crisp et al., 2003; Hall and Hosch, 2020; Talukdar and Gauri, 2011; The 1000 Genomes Project Consortium, 2010; Volle, 2024; Wang et al., 2019).”

“Building on past research regarding disabled student experiences in engineering higher education (e.g., Cech, 2023; Figard, 2024; Figard et al., 2024; McCall et al., 2020), and ac-knowledging that these experiences are affected by more than just interpersonally or pedagogically driven inequities,…”

“To receive disability accommodations in higher education, students must have readily available and recent (within the past 3 years for most colleges and universities) documentation of their disability(s) (Hamblet, 2014; Lyman et al., 2016; Toutain, 2019).”

“Although the robustness of DRCs remains variable across postsecondary institutions, many limit their services to those required for minimal compliance with the law (Gould et al., 2019; Mole, 2013).”

“Unfortunately, disability is often excluded in broader diversity discussions, initiatives, and research (Cech, 2022; Darling, 2013; Davis, 2011; Groen-McCall et al., 2018; Kim and Aquino, 2017).”

“…on past research regarding disabled student experiences in engineering higher education (e.g., Cech, 2023; Figard, 2024; Figard et al., 2024; McCall et al., 2020), and ac-knowledging that these experiences are affected by more than just interpersonally or pedagogically driven inequities,…”

“Several studies have examined the barriers associated with registering for disability services and requesting accommodations in higher education (e.g., Grimes et al., 2020; Hong, 2015; Kutscher and Tuckwiller, 2018; Lyman et al., 2016; Mkabile and Swartz, 2020).”

“…coaching, enhanced understanding of accom-modations, disability-speci fi c faculty training, and cross-program collaboration between post-secondary institutions (Aguirre et al., 2021; Fleming et al., 2017b, 2017c; Getzel, 2014; Moriña and Carballo, 2017; Peterson, 2021; Prema and Dhand, 2019).”

“Previous research in higher education has leveraged DisCrit to frame how institutional practices and norms perpetuate systemic harm on disabled students, especially for those also holding racially marginalized identities (e.g., Beardmore, 2023; Johnsen, 2024; Mireles, 2022; Yeh, 2023).”

“Simultaneously, funding opportunities around disability are limited and DEI funding sources often exclude disability from their target research populations (Madaus et al., 2018; Newman et al., 2021; Slaton, 2013).”

“Yet, demonstrating the need for such funding becomes increasingly challenging when we lack basic information about the disabled population, such as the number of disabled students, faculty, or staff at an institution (Blaser and Ladner, 2020).”

“…coaching, enhanced understanding of accom-modations, disability-speci fi c faculty training, and cross-program collaboration between post-secondary institutions (Aguirre et al., 2021; Fleming et al., 2017b, 2017c; Getzel, 2014; Moriña and Carballo, 2017; Peterson, 2021; Prema and Dhand, 2019).”

“The degree to which an institution clearly outlines these protections, services, and supports directly impacts the lived experiences of its students (Hossler et al., 2001; Kuh et al., 2006; Mowreader, 2023).”

“Simultaneously, funding opportunities around disability are limited and DEI funding sources often exclude disability from their target research populations (Madaus et al., 2018; Newman et al., 2021; Slaton, 2013).”

“While some research has explored the experiences of disabled students in Australian, Canadian, and U.K. higher education (e.g., Brooks, 2020; Bruce and Aylward, 2021; Cox, 2017; Hartley, 2015; Pitman et al., 2023; Yerbury et al., 2024), there is limited research about the roles of institutional…”

“…messaging is particularly concerning as DEI-related communication has been found to impact not only students ’ perceptions of the university ’ s commitment to DEI (Cardona, 2021) but also faculty ’ s attitudes toward diversity-related issues within the university context (Marchiondo et al., 2023).”

“This fi nding contrasts with previous research utilizing this scoring system (Campanile et al., 2022), where universities tended to score higher in the grievance policy category.”

“…coaching, enhanced understanding of accom-modations, disability-speci fi c faculty training, and cross-program collaboration between post-secondary institutions (Aguirre et al., 2021; Fleming et al., 2017b, 2017c; Getzel, 2014; Moriña and Carballo, 2017; Peterson, 2021; Prema and Dhand, 2019).”

“Previous literature has emphasized the exclusion of disabled people and ableism in DEI measures, research, and action (Edwards, 2022; Singleton et al., 2021; Wolbring and Lillywhite, 2021).”

“…of disabled students in Australian, Canadian, and U.K. higher education (e.g., Brooks, 2020; Bruce and Aylward, 2021; Cox, 2017; Hartley, 2015; Pitman et al., 2023; Yerbury et al., 2024), there is limited research about the roles of institutional policies and practices related to…”

“While some research has explored the experiences of disabled students in Australian, Canadian, and U.K. higher education (e.g., Brooks, 2020; Bruce and Aylward, 2021; Cox, 2017; Hartley, 2015; Pitman et al., 2023; Yerbury et al., 2024), there is limited research about the roles of institutional…”

“…to higher education poses a series of challenges for disabled students, partially in fl uenced by the discrepancies in the documentation required to receive disability accommodations in pre-college versus in higher education (National Joint Committee on Learning Disabilities [NJCLD], 2007).”

“A connection exists between the lived experiences of those at the university (i.e., students, faculty, and staff) and institutional messaging across the university ’ s public-facing platforms (Lemus et al., 2022; Russell et al., 2012; Squire 2017).”

“…has explored the experiences of disabled students in Australian, Canadian, and U.K. higher education (e.g., Brooks, 2020; Bruce and Aylward, 2021; Cox, 2017; Hartley, 2015; Pitman et al., 2023; Yerbury et al., 2024), there is limited research about the roles of institutional policies and…”

“Along each step of the disability accommodations process, students encounter both systemic and personal barriers that must be circumnavigated to receive accommodations (Crabtree et al., 2023; Figard et al., 2023; Haegele and Hodge, 2016; Moriña, 2024; Wilke et al., 2023; Zongrone et al., 2021).”

“The failure to acknowledge and address disability further underscores the systemic biases embedded within higher education, hindering progress toward equitable and accessible academic environments (Creaven, 2024).”

“By sidelining disability from DEI conversations, institutions perpetuate a culture of exclusion that prioritizes tokenism over genuine inclusivity and belonging (Bennett, 2023; Zurn et al., 2022).”

“Previous research in higher education has leveraged DisCrit to frame how institutional practices and norms perpetuate systemic harm on disabled students, especially for those also holding racially marginalized identities (e.g., Beardmore, 2023; Johnsen, 2024; Mireles, 2022; Yeh, 2023).”

“No uniformity within student support services exists across institutions for disabled student support (De la Torre et al., 2023).”

“As a result, students may have dif fi culties accessing needed services or support, such as classroom accommodations (Lindstrom and Lindstrom, 2017; Lovett et al., 2015).”

“A connection exists between the lived experiences of those at the university (i.e., students, faculty, and staff) and institutional messaging across the university ’ s public-facing platforms (Lemus et al., 2022; Russell et al., 2012; Squire 2017).”

“As such, U.S. disability policy remains grossly behind in the simultaneously evolving landscape of higher education, speci fi cally as it relates to digital and technological accessibility (Figard and Carberry, 2022, 2024; Straumsheim, 2017).”

“A connection exists between the lived experiences of those at the university (i.e., students, faculty, and staff) and institutional messaging across the university ’ s public-facing platforms (Lemus et al., 2022; Russell et al., 2012; Squire 2017).”

“…the cycle of exclusion, universities must prioritize DEI efforts across all levels of the institution, not merely as performative gestures but as active and intentional practices that address the systems of ableism in which they were created (Biesta et al., 2022; Velez and Jessup-Anger, 2022).”

“Previous literature has emphasized the exclusion of disabled people and ableism in DEI measures, research, and action (Edwards, 2022; Singleton et al., 2021; Wolbring and Lillywhite, 2021).”

“Along each step of the disability accommodations process, students encounter both systemic and personal barriers that must be circumnavigated to receive accommodations (Crabtree et al., 2023; Figard et al., 2023; Haegele and Hodge, 2016; Moriña, 2024; Wilke et al., 2023; Zongrone et al., 2021).”

“The inclusion or exclusion of information may not always be intentional but does re fl ect an overall awareness around disability (Gabel et al., 2017).”

“…in Australian, Canadian, and U.K. higher education (e.g., Brooks, 2020; Bruce and Aylward, 2021; Cox, 2017; Hartley, 2015; Pitman et al., 2023; Yerbury et al., 2024), there is limited research about the roles of institutional policies and practices related to accessibility and disability…”

“Several studies have examined the barriers to registering with disability services and requesting accommodations in higher education (e.g. Duerksen and Seymour 2025; Figard et al. 2023; Figard, Brunhaver, and Bekki 2025; García-González et al. 2021; Kutscher and Tuckwiller 2019).”

“The alignment not only strengthens institutional governance around accessibility [15] but also positions institutions to more efficiently and confidently meet the April 2026 ADA Title II compliance mandate.”