{"id":45871,"date":"2018-11-05T11:19:08","date_gmt":"2018-11-05T19:19:08","guid":{"rendered":"http:\/\/world.edu\/?p=45871"},"modified":"2018-11-05T11:19:08","modified_gmt":"2018-11-05T19:19:08","slug":"college-students-with-disabilities-are-too-often-excluded","status":"publish","type":"post","link":"https:\/\/world.edu\/college-students-with-disabilities-are-too-often-excluded\/","title":{"rendered":"College students with disabilities are too often excluded"},"content":{"rendered":"

\"\"
\nAnnCatherine Heigl, a sophomore at George Mason University, recently attempted to join all eight sororities at her school. All eight\u00a0turned her down<\/a>.<\/p>\n

If you ask her sister, who Tweeted about how the experience left AnnCatherine\u00a0\u201cunwanted and devastated,\u201d<\/a>\u00a0the reason the sororities denied AnnCatherine is because she has a disability: Down syndrome.<\/p>\n

This kind of outright rejection isn\u2019t the experience of all college students with disabilities. But AnnCatherine\u2019s experience is\u00a0hardly an isolated case<\/a>. Since colleges and universities only have so much control over student-run groups, it\u2019s important to consider how disability is viewed within the school community.<\/p>\n

I\u2019m a\u00a0researcher<\/a>\u00a0who focuses on raising disability awareness in educational settings.<\/p>\n

All students\u00a0need to feel included<\/a>\u00a0in order to succeed in college. But when a student has a disability, inclusion can be more difficult to achieve. One study shows students with disabilities\u00a0participate in fewer extracurricular activities<\/a>, like clubs or on-campus events, than non-disabled peers. This is due to a\u00a0lack of social inclusion<\/a>, the study states. It also stems from the fact that many colleges and university programs\u00a0\u201cfocus mostly on academic and physical accessibility.\u201d<\/a>\u00a0The social participation of students with disabilities gets less attention. Since many extracurricular activities are student led and organized, it\u2019s all the more important to understand how peers with disabilities are being excluded.<\/p>\n

College students with disabilities are also\u00a0more likely to drop out of school<\/a>\u00a0than their peers without disabilities. Research shows that\u00a0only 34 percent<\/a>\u00a0of college students with disabilities complete a four year program. Conversely, 51 percent of their peers without disabilities finish school. This begs the question: How can colleges and universities become more inclusive?<\/p>\n

Start early<\/strong><\/h4>\n

First, teachers at the K-12 level need to develop skills to talk about disabilities. While educators might teach about topics like race, class, gender, or sexuality, disability is\u00a0often left out of the discussion<\/a>.<\/p>\n

Ask yourself: How many books did you read in school that featured characters with disabilities? How much did you learn about the\u00a0disability rights movement<\/a>\u00a0in your social studies classes? Or was it largely a\u00a0hidden story<\/a>?<\/p>\n

Some educators have\u00a0begun to recognize<\/a>\u00a0the importance of disability-based\u00a0lessons<\/a>. Still, I\u2019d argue that those lessons need to be more\u00a0deliberately incorporated<\/a>\u00a0in school.<\/p>\n

By the time students enter college, they might hesitate to discuss disability because they are worried about saying the wrong thing.\u00a0Awkwardness and avoidance<\/a>\u00a0can continue long after college.<\/p>\n

Teachers can help by using literature to\u00a0discuss disability<\/a>\u00a0in class. The\u00a0mainstream success<\/a>of R.J. Palacio\u2019s\u00a0Wonder<\/a>\u00a0\u2013 a book about a boy born with a craniofacial disability \u2013 shows how this is possible.<\/p>\n

Think about language<\/strong><\/h4>\n

When people do talk about disability, they may default to \u201cdisability rhetoric<\/a>.\u201d This sort of rhetoric casts people with disabilities as either inspirational or pitiable.<\/p>\n

Ben Myers, an advocate for people with disabilities,\u00a0explains<\/a>\u00a0the problem with disability rhetoric. When you say that a person can do something \u201cdespite\u201d his or her disability, it sets disability up as something that strong people overcome and weaker ones live with. While rhetoric might seem harmless, this kind of speech furthers the idea that people with disabilities are\u00a0incapable of success<\/a>.<\/p>\n

Inspiration-based language is\u00a0problematic<\/a>\u00a0too. Colleges and universities should examine how disabilities are portrayed in their campus literature. They should also consider using language that reflects the\u00a0reality of disability<\/a>. Rather than glorify or pity a person with a disability, talk about them like they would anyone else. Recognize the person and don\u2019t focus on the disability.<\/p>\n

Provide opportunities for inclusion<\/strong><\/h4>\n

Many colleges and universities bring individuals with disabilities to campus through community service programs. Partnerships between college students and community members with disabilities often result in\u00a0mutual learning<\/a>. However, it is equally important for college organizations to enable students with disabilities to participate as equals. On-campus disability groups can\u00a0increase disability awareness<\/a>,\u00a0promote inclusion<\/a>\u00a0and create opportunities for all students to engage in social activities.<\/p>\n

At Villanova, where I teach,\u00a0LEVEL<\/a>, a student-run disability awareness group, provides opportunities for students to raise awareness and participate in fully accessible social activities on and off campus. Similarly, Disability Rights, Education, Activism, and Mentoring, or\u00a0(DREAM)<\/a>, is a national organization that advocates for campus disability groups and individual students. Groups like LEVEL and DREAM show the way toward greater inclusion. For example, members of LEVEL recognized that \u201cservice break trips,\u201d where students travel and work together on a community service project, were not accessible to all students. In response, LEVEL organized the\u00a0first fully accessible service break trip<\/a>.<\/p>\n

Make disability a part of diversity<\/strong><\/h4>\n

Although many colleges and universities have\u00a0embraced diversity initiatives<\/a>, disability still gets short shrift.<\/p>\n

For instance, in a\u00a0recent study<\/a>\u00a0of the California State University System, researchers found that 66 percent of the websites had\u00a0minimal information about disabilities<\/a>\u00a0on the home pages. Why does this matter? The home site is the\u00a0\u201cvirtual face\u201d<\/a>\u00a0of the university. It\u2019s how a university represents itself to prospective students and the public. The\u00a0authors<\/a>\u00a0of the study argue that visible representations of disability are important to make students with disabilities feel \u201cwelcome on campus in the same way that images of racial or gender diversity are used to attract diverse applicants.\u201d<\/p>\n

In\u00a0a recent opinion piece,<\/a>\u00a0Rosemarie Garland Thomson, a disability justice leader and professor at Emory University, said that most people don\u2019t consider people with disabilities as having a shared social identity or a political status. Given how the disability community has struggled to earn basic civil rights, including\u00a0access to education<\/a>,\u00a0employment<\/a>, and\u00a0healthcare<\/a>, it is important to think about disability in terms of diversity.<\/p>\n

How disability can be visible and invisible<\/strong><\/h4>\n

After the passage of the\u00a0Americans with Disabilities Act<\/a>\u00a0in 1990, colleges and universities had to rethink what accessibility looked like on campus. In many cases, this involved ensuring physical access to previously inaccessible spaces.<\/p>\n

Recently, there has been a movement to map the accessibility of colleges and universities. At Penn, a graduate student and his colleagues developed the\u00a0Accessibility Mapping Project<\/a>. This project is a an effort to digitally map the \u201cemergence of physical and social barriers\u201d around campus. The project shows that a lack of physical access, such as having stairs instead of a ramp, also erects a social barrier, as people with disabilities can\u2019t participate in that space.<\/p>\n

It\u2019s important to remember that disability isn\u2019t only physical. In fact, many college students with invisible disabilities, like learning disabilities or autism, still\u00a0struggle to access appropriate accommodations<\/a>\u00a0in their university classrooms.<\/p>\n

What AnnCatherine endured is something no individual should experience. While there is no simple solution to address the exclusion of students with disabilities in higher education, colleges, universities and K-12 schools need to do more to provide resources, education and experiences that include students with disabilities in the conversation.<\/p>\n

Author Bio:<\/strong> Christa Bialka is an Assistant Professor of Special Education at Villanova University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

AnnCatherine Heigl, a sophomore at George Mason University, recently attempted to join all eight sororities at her school. All eight\u00a0turned her down. If you ask her sister, who Tweeted about how the experience left AnnCatherine\u00a0\u201cunwanted and devastated,\u201d\u00a0the reason the sororities denied AnnCatherine is because she has a disability: Down syndrome. This kind of outright rejection […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":45872,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[224482],"coauthors":[11733],"class_list":["post-45871","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-higher-education","tag-college-students-with-disabilities"],"acf":[],"yoast_head":"\nCollege students with disabilities are too often excluded - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/college-students-with-disabilities-are-too-often-excluded\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"College students with disabilities are too often excluded - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"AnnCatherine Heigl, a sophomore at George Mason University, recently attempted to join all eight sororities at her school. 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