A Door Must Be Opened: Perceptions of Students with Disabilities in Higher Education

Abstract

Support services and legislation have contributed to the steady increase of students with disabilities in higher education. The question is whether obstacles that impeded success have been removed, or are students with disabilities still a marginalised group, deprived of the benefits of higher education? In this study we interviewed college students about their perceptions of faculty–student relationships and other factors that might affect their postsecondary experience. Themes identified in the transcripts of the interviews corresponded with literature. In addition, the importance of telling their stories and the concept of voice were apparent, corroborating the 1997 research findings of Beilke and Yssel. In contrast with those findings, however, participants in our study reported a positive environment, and a willingness on the part of faculty to provide accommodations.

Keywords:

• College success
• faculty–student relationships
• higher education
• persistence
• postsecondary students
• students with disabilities
• self-determination
• self-advocacy skills