As I’m sure everyone can attest to, adulting is hard! Even I, a newly turned 22 year old, not even an undergraduate grad yet find myself missing the days when my only responsibility entailed arriving at school on time and finishing weekly chores. Now, I have an entire laundry list of errands, goals, and responsibilities all pertaining to my newfound entry into adulthood. And it only intensifies from here! The thought of completing my first degree is both exciting and daunting. Even with a degree behind my belt, the idea of being thrown into the “real world”, leaves my worrisome persona in a panic. Nevertheless, everyone’s journey is different and has its fair share of “highs and lows”, and the same can be said for students with disabilities entering and finishing up their time in college.
Students with disabilities often require specific resources and supports to help them succeed throughout and beyond college, and while their journey encompasses a unique set of trials and tribulations, college can still be a rewarding and worthwhile experience for them. A major part of a student’s experience while in college are ultimately the opportunities it provides for its student body. For students with disabilities seeking to attend college or even choosing between a few choices, services and accessible opportunities are most commonly at the top of their list. For example, in the article, “They told me I’d never go to college but I just finished my freshman year — what about all the other students with autism?” by Jordyn Zimmerman, she shares her journey throughout high school and now as a current college student, as a person with autism. She states “A few years ago, I was on track to receive a modified high school diploma. I was unable to express most of my thoughts verbally; so many professionals such as teachers and doctors were unable to see how intelligent I was. Then at 18 years old, I had a communication breakthrough when I began to use an iPad. I was finally able to express my personal thoughts and share what I know, graduating from high school at age 21…[and] I just finished up my freshman year. I chose Ohio University because after visiting multiple schools to which I was accepted, I believe they were best suited to meet the needs of a student like myself” (Zimmerman, “They told me…”). Zimmerman is one example of how students with disabilities are defying the odds and attending college. However, they face a unique set of challenges because while some colleges like Ohio State offer programs specifically for students with autism, in Zimmerman’s case, the Individuals with Disabilities Act, or IDEA, is no longer applicable on college campuses. The only accessibility-related resources that colleges must provide, under the American Disabilities Act (ADA) are ramps, elevators and additional note taking and interpreting services or additional test time (Zimmerman, “They told me…”). However, these services are merely the tip of the iceberg for what students with various disabilities require to properly feel supported and succeed on a college campus.
No additional thought is given regarding students who have difficulty navigating loud and crowded student places on campus, and experience sensory overload. Unknown territory, especially a college campus can make anyone feel anxious, overwhelmed or completely out of place. A major part of students’ college experience is making friendships through attending social events, participating in class to strengthen relationships with professors and the list goes on. While some of these tasks are easy to check off for some, they’re harder for others, and many college campuses struggle to fully meet the needs of their disabled student population. Below are some examples of the unique set of challenges that students with disabilities face, from the article by Safia Samee Ali, “30 years after Americans with Disabilities Act, college students with disabilities say law is not enough”
“[Navigation] problems like this do happen on campus and I end up missing class or getting there late even when I leave sometimes up to an hour before class to give myself enough time to make it”
Cox, 24, of El Paso, Texas, who is pursuing a master's in public administration at Texas A&M. He is hearing impaired and has Duchenne muscular dystrophy, which requires him to use a wheelchair
“Am I expected to memorize every single room number and who is in them on the entire campus while my sighted peers can simply look at the sign and know where they are going?” Hermes said. “I’m very grateful that I live in a time period where ADA is a thing. But there's still so much advocacy that needs to be done for students with disabilities, and schools really should be going above and beyond the basic minimum."
Hermes, who is blind, attends Loyola University Maryland in Baltimore
“Sometimes it's a real fight to get accommodations implemented,” she said. “And even if changes are made, there continues to be a disconnect. It’s really difficult for me from a standpoint of feeling like a part of this community.”
Anna Landre, a junior at Georgetown University, who was born with spinal muscular atrophy and uses a wheelchair, has repeatedly dealt with broken elevators, inaccessible push plates and dilapidated ramps that would take her through dark alleys (Ali, “30 years after Americans with Disabilities Act, college students with disabilities say law is not enough”)
Even though the ADA has been present for thirty years, society and college campuses still have a ways to go before students with disabilities can feel adequately supported and included within their college campus student body. While I am able-bodied, I am a student of color attending a predominantly white institution, or PWI, and the student body, who I resonate with culturally, only makes up five percent. Therefore, I am well aware and knowledgeable about how stressful and disappointing it is to have to fight and advocate resources for those like you on your own college campus and not feel a sense of belonging. Even though my struggles are still different, I understand the feelings of frustration in regards to issues entailing resources and services.
In addition, another service that some students with disabilities especially need is an IEP plan for transitioning out of college. In deciding what path they’d like to take and how they’d like to move forward, it is crucial that students with disabilities have support regarding this decision and creating a plan, if need be. An IEP is an “Individualized Education Plan” to help students with disabilities transition from one phase of their educational journey to the next through identification of their goals. Specifically after graduating college, students must think about career, housing and employment choices. An IEP transition plan is useful to keep students on track and focuses on the resources needed for a student to achieve or meet their goals. For example, “For individuals seeking post secondary education they may attend academic programs at a university or vocational programs at a trade school. Individuals with [disabilities] are incredibly intelligent and college is a very possible reality. The main route individuals with mental disabilities take however is employment”, according to the article “Adulting” is Hard”. Depending on what a student wants to do, they can have guidance in formulating a plan for it, especially for those who are recent grads looking for a job/ employment. While most recent college grads face the uncertainty of employment after graduation and discuss these concerns with counselors and even create a plan of networking or job hunting for themselves, this is similar to what IEP transition plan options are available to students with disabilities.
While college is worthwhile for students of all abilities, everyone faces their own set of challenges on their college campus. Adulting is a lifelong process that none of us can avoid, but for those with disabilities, having the right resources and accommodations makes it all the more bearable and easier to navigate. No one should have to enter a pace of transition into a new phase of their life feeling inadequately prepared or supported, especially by a campus’, whose responsibility is to serve and work to establish an inclusive and accessible environment for students of all abilities.