In our National Report on Faculty Accessibility Practices, 55% of faculty reported teaching fully in person, 35% hybrid, & 10% fully online. As campuses return to in-person instruction, hybrid learning remains a meaningful part of the landscape. What does that mean for accessibility across formats?
Faculty make daily decisions that shape disabled students’ access to learning. Research shows how disclosure concerns, inconsistent implementation of accommodations, and strong instructor support highlight the need for campus systems and classroom practices to work together from the start.
Access in college goes beyond accommodations.
Try:
- Asking for slides early
- Using built-in accessibility tools
- Mapping workloads ahead
- Building study networks
- Meeting instructors in office hours
- Leaning on advising services
These small choices can make a large impact this semester.
Faculty practices play a major role in shaping disabled students’ experiences in college. The National Report on Faculty Accessibility Practices examines how teaching decision and campus systems interact across career training programs, community colleges, four-year institutions.
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What should health care practitioners avoid when writing documentation?
- Generic letters
- Assuming K–12 records will transfer
- Late transition discussions
- Skipping self-advocacy guidance
Clearer practices lead to better outcomes.
What strengthens continuity from K–12 to college?
- Proactive campus outreach
- Guidance on system differences
- Support for self-advocacy
- Documentation that avoids generic language
Small shifts like these lead to better outcomes across systems.
What makes accommodations documentation effective for college?
- Current diagnosis
- Clear academic impact
- Specific accommodation recommendations
- Provider credentials
Stronger documentation helps campuses understand student needs and respond effectively.
What strengthens developmental education for students using disability supports?
- Coordinated advising connecting academic and accessibility services
- Clear pathways through developmental courses
- Faculty trained in accessible teaching practices
- CCSSE data to understand where students grow
What affects student persistence?
- Siloed campus services
- Hidden curriculum around navigating college
- Barriers in mobility, transitions, and documentation
What campus practice has made the biggest difference for you?
How do developmental courses help students using disability services?
- Higher engagement scores
- Increased confidence in academic skills
- Stronger preparation for career planning
What other reasons can you think of to support students enrolled in developmental courses?
What does it mean to design for all?
Accessible design ensures everyone, including people with disabilities, can use, navigate, and understand digital content. Accessibility isn’t a feature. It’s a shared responsibility.
Check out this best practice on our website!
What can institutions do to make disclosure easier?
- Build trust through transparency
- De-silo disability services
- Train faculty to respond with empathy
- Track progress beyond compliance
Accessibility grows when every level of campus works together.
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What makes formal systems hard to access?
- Long approval times
- Documentation hurdles
- Limited staff or resources
- Complex registration processes
Accessibility should not depend on endurance.
What steps is your university taking to make this process easier for students?
How can faculty make disclosure feel safe?
- Offering multiple ways for students to connect
- Anonymous check-ins
- Flexible communication or open dialogue
These support strategies can make a meaningful difference! What other strategies can you think of? Comment below!
Why do some students hesitate to disclose a disability?
Past experiences and stigma often create emotional barriers. Building trust starts with listening and reducing judgment. Checking in and adjusting support over time, also ensures that students continue to have what they need to succeed.
Disability disclosure is complex, shaped by overlapping identities and stigma.
In higher ed:
- 20% disclose to instructor without a letter
- 23% disclose with letter
- 29% to institution
- 56% to peers
Many choose not to disclose at all.
De-siloing mental health matters. Too often supports are fragmented and students fall through the cracks.
Key pain points include:
- Rising needs post-COVID
- Outreach often missed
- Low disclosure
- Off-campus gaps
- Faculty stretched thin
Ever wondered how your institution can support?
Disability Cultural Centers are cultural anchors that make disability part of campus life—not just accommodations.
Why establish a DCC?
- Identity development
- Visibility for disability
- Community + connection
- Celebrating strengths
- Space for tough conversations
What reasons can you think of?
Relational mentorship tips:
- Listen first
- Do your homework
- Share your story
- Advocate for access
- Know campus resources
- Build social capital
Access grows when mentors and students learn together.
What tips can you think of? Comment below!
Mentorship helps disabled students navigate college, access, and careers. Relational mentoring builds trust, grows both mentor and mentee, and supports success through shared learning and advocacy.
Share your experience in the comments!
Ever wondered what the most-used accommodations in college looks like?
- 48% extra time on tests
- 32% quiet test settings
- 16% alternative formats
- 14% assistive tech
- 9% note-taking support
- 4% speech-to-text or captions
- 2% large print/Braille, interpreters, or organizers
Tips for faculty to support disabled students:
- Welcoming tone
- Learn from students
- Use visual cues
- Add access tech
- Flexible deadlines
- Varied office hours
- Multiple response options
- Guide group work
- Review workload
Tips to help students with disabilities (or not) start their semester strong:
- Request slides in advance
- Try access tech
- Share what works
- Plan ahead
- Build peer networks
- Meet professors early
- Use reflective work
- Advocate for peers
- Use campus services
Language and identity can be complex.
Some prefer identity-first language (e.g., disabled person) while others use person-first (e.g., person with a disability).
Which should you use? Start by asking—don’t assume. Respecting individual preference matters.
What does real support look like on campus?
- Universal resources
- Proactive access
- Asset-based mindsets
- Legal compliance and culture change
Access starts with action, not just policy.
What’s one strategy you’ve seen work?
Support helps students stay in college but many resources are reactive, siloed, or hard to access. Access isn’t just about accommodations. It’s about systems that work for everyone—no disclosure needed.
Comment and let us know what helped you feel supported on campus!
Ever wondered how you can lead digital accessibility on your campus?
- Start with awareness
- Break silos
- Invest in accessibility roles
- Include disabled voices
- Think beyond compliance
Digital learning should work for every learner.
Digital access matters—especially in learning. UT Austin uses Ally, a tool in Canvas that helps faculty create more accessible course materials from the start. No extra steps. No waiting. Just better design for everyone.
What does access really look like in practice?
- Flexible deadlines
- Materials in advance
- Plan with access in mind
- Learn how disability impacts participation
Access grows when we lead with intention—not just policy.
Ever wondered what access really means in college?
It’s more than just accommodations. It’s about how classrooms are built, materials are shared, and how students are expected to engage.
True access starts when systems are designed with disabled students in mind—not after!
