Faculty Mentor Information
Dr. Erik Luvaas (Mentor), University of Idaho
Additional Funding Sources
Funded by an Undergraduate Research Grant from the UI Office of Undergraduate Research.
Presentation Date
7-2024
Abstract
Since 2006, the number of undergraduate students with disabilities has increased from 11% to 19.4 % across four-year universities nationwide (Pingry O’Neill et al., 2007; Tarconish et al., 2023). However, compared to students without disabilities, those with disabilities have lower rates of enrollment, retention, and graduation (Soria, 2021). They also report a lower sense of belonging and rate their campus climate worse than nondisabled peers (Soria, 2021). A 2020 University of Idaho survey reported perspectives on inclusivity and accessibility for students receiving academic accommodations, finding that University services were an important part of the positive experiences of students with disabilities (Hannon & O’Neal, 2020). However, this survey was short, qualitative, and did not collect data on students without disabilities, students with disabilities not receiving accommodations, or demographics including disability type. This proposed study methodology surveys the student body and their perspectives on campus environment, services, and student life, seeking to expand on previous findings about inclusion and accessibility on the U of I campus.
References
Hannon, L., & O’Neal, S. (2020). Accessibility at the University of Idaho: Feedback from 56 Students with Disabilities [dataset].
Pingry O’Neill, L., Markward, M., & French, J. (2007). Predictors of Graduation Among College Students with Disabilities. Journal of Postsecondary Education and Disability, 25(1), 21–36.
Soria, K. (2021). Supporting Undergraduate Students with Disabilities: A Focus on Campus Climate and Sense of Belonging (pp. 1–16). National Center for College Students with Disabilities.
Tarconish, E., Lombardi, A., & Taconet, A. (2023). Disability Awareness & Inclusive Teaching Online Training Videos for College Instructors Featuring Students with Disabilities. Journal of Postsecondary Education and Disability, 35(4), 339–353.
Accessibility and Inclusion of Students with Disabilities at UI
Since 2006, the number of undergraduate students with disabilities has increased from 11% to 19.4 % across four-year universities nationwide (Pingry O’Neill et al., 2007; Tarconish et al., 2023). However, compared to students without disabilities, those with disabilities have lower rates of enrollment, retention, and graduation (Soria, 2021). They also report a lower sense of belonging and rate their campus climate worse than nondisabled peers (Soria, 2021). A 2020 University of Idaho survey reported perspectives on inclusivity and accessibility for students receiving academic accommodations, finding that University services were an important part of the positive experiences of students with disabilities (Hannon & O’Neal, 2020). However, this survey was short, qualitative, and did not collect data on students without disabilities, students with disabilities not receiving accommodations, or demographics including disability type. This proposed study methodology surveys the student body and their perspectives on campus environment, services, and student life, seeking to expand on previous findings about inclusion and accessibility on the U of I campus.
References
Hannon, L., & O’Neal, S. (2020). Accessibility at the University of Idaho: Feedback from 56 Students with Disabilities [dataset].
Pingry O’Neill, L., Markward, M., & French, J. (2007). Predictors of Graduation Among College Students with Disabilities. Journal of Postsecondary Education and Disability, 25(1), 21–36.
Soria, K. (2021). Supporting Undergraduate Students with Disabilities: A Focus on Campus Climate and Sense of Belonging (pp. 1–16). National Center for College Students with Disabilities.
Tarconish, E., Lombardi, A., & Taconet, A. (2023). Disability Awareness & Inclusive Teaching Online Training Videos for College Instructors Featuring Students with Disabilities. Journal of Postsecondary Education and Disability, 35(4), 339–353.