Students with Disabilities in Postsecondary Education.

The number of students with disabilities enrolling in postsecondary education is ever increasing. Federal regulations dictate that reasonable and appropriate academic accommodations should be provided to allow equal access to the various academic opportunities (Belch, 2000). A good education is a gateway to success. It can predict an individual’s future success in terms of income, employment and independence. An informed body of students and faculty on student disabilities and any appropriate accommodations will provide students with disabilities with better opportunities in achieving their educational goals.

            However, even with the current regulations and laws on disability, there still exists several persistent barriers in the academic environment. They include lack of knowledge among students and faculty, absence of proper educational tools to address disabilities and negative attitude towards students with disabilities. This results in lack of equal educational opportunities. Therefore, the goal of my research is to address the various existing barriers and come up with workable communication solutions that will address the needs of both the students and faculty (Oslund, 2014).

            This issue has a direct relation with my life. As a student, I have come across fellow students with various disabilities. I have also observed various barriers that have affected these students. They include lack of proper accommodation in educational facilities for persons with disabilities and individuals who are unaware of how to appropriately interact with them. Students with disabilities constitute as my course mates and friends, therefore, I feel that these barriers reject their right of academic equality in terms of opportunities and resources.

            This research is meant for the purpose of helping students with disabilities while enhancing knowledge. This is because the product of the research is Disability Act Sheet Handbook that will offer direction to students and faculty on how to interact with students with disabilities and aid the affected by ensuring all are made aware of the proper accommodations required according to the nature of disability.  I further believe that both are of equal magnitude. By outlining the existing barriers, proper actions will be taken by the administration, faculty and students to ensure students with disabilities are provided with effective accommodation. Additionally, through the enhancement of knowledge, people will be made aware of how to interact with them.

References,

Belch, H. A. (2000). Serving students with disabilities. San Francisco: Jossey-Bass Publishers.

Oslund, C. (2014). Supporting college and university students with invisible disabilities: A guide for             faculty and staff working with students with autism, AD/HD, language processing disorders,             anxiety, and mental illness. London : Jessica Kingsley Publishers.