Research by Michael Faggella-Luby, Ph.D., professor of special education and core faculty in the ANSERS Institute, in collaboration with scholars Joseph Madaus (University of Connecticut), Nicholas Gelbar (University of Connecticut) and Lyman L. Dukes III (University of South Florida), sheds light on the persistent challenges faced by students with disabilities in postsecondary settings.
Their review, examining literature from 2013 to 2021, follows an earlier study by the same scholars covering disability in higher education from 1952 to 2012. Article findings describe a nearly 200% increase in the number of articles published in the ten-year period from 2013 to 2021 versus the 60-year period from 1952 to 2012 regarding individuals with disabilities in higher education.
However, findings in this updated review reveal ongoing barriers in architecture, instruction and transportation impeding equal educational opportunities, particularly for students with physical disabilities. Findings also revealed only a limited amount of research currently examines effective intervention and instructional strategies.
Key Themes:
- Global Perspective: There was a 1,400% surge in international research, underscoring the urgency to enhance access to higher education for students with disabilities worldwide.
- Interdisciplinary Engagement: Once limited to specific fields, the discussion now spans 636 journals, showing its relevance across disciplines. This includes STEM fields examining the inclusion of students with autism and student affairs units improving campus services.
- Bridging Theory to Practice: More studies now present original data and use advanced research methods. Although more rigorous approaches are needed, the adoption of standardized research guidelines by various organizations shows significant advancement.
- Emergence of Inclusive Postsecondary Education Programs: The development of 315 programs across 49 states, including at institutions like UCLA, focuses on inclusive education for students with intellectual disabilities, signifying a critical shift in the educational landscape.
For more details, read the full article in Frontiers in Education.
This study contributed to successful grant funding provided by the Moh Foundation to investigate the feasibilty of an International Research Center on Higher Education and Disability. The Moh Foundation has funded a one-year $440,000 exploratory/planning year to assess the potential for long-term funding for the proposed center.
The Alice Neeley Special Education Research & Service (ANSERS) Institute at TCU provides an environment for innovation and change in special education through exemplary teaching, creative research and community outreach.
