“Institutional betrayal”: the return to normal and college students with disabilities in the USA

Abstract

Students with disabilities represent at least 20% of students enrolled in American institutions of higher education. During the COVID-19 crisis, American institutions made several modifications to coursework that increased accessibility for all students. However, they quickly reversed these changes once the ‘average’ student was able and willing to return to traditional residential instruction. This focus group study interviewed twelve students with disabilities across the United States about their experiences during this period of pandemic and fluctuating institutional policies. The data captured various challenges faced by the students, who frequently felt ‘betrayed’ by university policies. Thematic analysis revealed four superordinate themes of challenges: academic accommodations, challenges, positive resources, and desired changes. Implications, as presented in participants’ own words, included making campus services more accessible, utilizing Universal Design for Learning in coursework, providing training to reduce ableism on campus, and improving the academic accommodations system.