Hundreds of thousands of high school seniors are making their final decisions about which college to attend this fall. This is a big decision for any teenager, especially disabled teenagers. Often, disabled students must consider campus accessibility and accommodations.
Securing appropriate accommodations in higher education is already more difficult than when you are in public school because the laws are different. Sadly, the process may become more difficult as universities and colleges reduce their diversity, equity, inclusion, and accessibility (DEIA) practices in response to the Trump administration’s threat of losing federal funding.
The Individuals with Disabilities Education Act requires states and local educational agencies to provide disabled students with a free, appropriate public education in the least restrictive setting possible. This includes integrating disabled students into classes with nondisabled peers as much as possible, as well as providing support services and school aides.
It provides federal funding to states and local educational agencies to assist in the identification, evaluation, and provision of special education and related services to disabled children from birth to age 21, or until the completion of high school, whichever comes first. It also requires schools to provide transition programs that assist disabled students in achieving their postsecondary goals, such as attending college or finding work.
Another federal law that provides educational support to disabled students is Section 504 of the Rehabilitation Act. This is a broader federal civil rights law that bans any organization, corporation, institution, or government program receiving federal funds from discriminating against disabled people. Section 504 covers a larger population than IDEA and requires public schools to develop accommodation plans for students in preschool through grade 12.
However, states and school districts do not get particular federal funds for assessments or assistance, which discourages these schools from conducting evaluations. Section 504 applies to colleges, universities, and other postsecondary education programs as well; however, institutions are not required to assist students in identifying disabilities or accommodation needs, thus students must advocate for themselves.
I have struggled for the past seven years to get the appropriate accommodations at two different colleges. I’ve had to wait weeks for my accommodations to be implemented. Getting accommodations shouldn’t take multiple emails, forms, and phone calls.
In 2023, I was told that peer note takers weren’t available for remote learning. This didn’t make sense to me, and I showed it to three other people all of whom agreed with me.
Subsequently, I was told by the director that I had “misinterpreted” my accommodations agreement. The former provost even suggested that I transfer to another college after I expressed my frustrations in an email.
President Trump’s administration has exacerbated the difficult process of getting accommodations by eliminating some of the resources that disabled students rely on to effectively transition into college and graduate. Nearly half of the Department of Education’s employees have been laid off, including those who worked in the Office for Civil Rights, which investigates and resolves discrimination complaints.
This is happening at the same time that the number of disabled college students is increasing. Experts, including current and former agency employees, say that the department no longer has the staffing capability to handle student complaints, negotiate settlement agreements, or enforce consent decrees.
Given the number of challenges faced by disabled college students, it shouldn’t surprise anyone that The U.S. Government Accountability Office’s research found that disabled students have lower GPAs. Disabled students are also more likely to drop out of college before graduation.
Postgraduate outcomes for disabled students are also different. The Bureau of Labor Statistics reported that 28.5 percent of college graduates with a disability were employed in 2018, compared to 75.5 percent of nondisabled graduates. This shouldn’t surprise anyone, considering a 2015 study found only 26% of two- and four-year campuses offered disability-specific career services. In a 2019 study, students reported a lack of disability-related expertise among career counselors and disability services staff.
Disabled students should have access to the services and support they need. Disabled students need to have institutional barriers to education removed. They can accomplish so much if they are given the right support. Sadly, due to recent actions taken in Washington D.C, disabled student’s futures may look very different.
Sources:
Akin, Dan, and Lisa M. Huang. “Perceptions of College Students with Disabilities.” Journal of Postsecondary Education and Disability 32.1 (2019): 21-33.
Allarakhia, Hawa. “Employability and College Graduates with Disabilities.” Diverse Education, Diverse Education, 5 Aug. 2019, diverseeducation.com/article/151429/.
Blasey, Julia, et al. ‘Accommodation Use and Academic Outcomes for College Students With Disabilities’. Psychological Reports, vol. 126, no. 4, SAGE Publications Inc, Aug. 2023, pp. 1891–1909, https://doi.org10.1177/00332941221078011.
Baumel, Jan “What Is an IEP?” GreatSchools, 8 Mar. 2023, http://www.greatschools.org/gk/articles/what-is-an-iep/.
Diament, Michelle. “How Trump’s Plan to Close the ED Department Might Impact Students with Disabilities.” Disability Scoop, Disability Scoop, 18 Nov. 2024, http://www.disabilityscoop.com/2024/11/18/how-trumps-plan-to-close-the-ed-department-might-impact-students-with-disabilities/31170/.
Diament, Michelle. “Trump’s Pick for Education Secretary Proposes Offloading Special Ed.” Disability Scoop, Disability Scoop, 24 Feb. 2025, http://www.disabilityscoop.com/2025/02/24/trumps-pick-for-education-secretary-proposes-offloading-special-ed/31314/.
Diament, Michelle. “Trump Education Secretary Confirmed despite Special Ed Concerns.” Disability Scoop, Disability Scoop, 5 Mar. 2025, http://www.disabilityscoop.com/2025/03/05/trump-education-secretary-confirmed-despite-special-ed-concerns/31332/.
“For Disability Pride Month-We Highlight Our Work on College Campus Access Issues.” U.S. Government Accountability Office , The U.S. Government, 9 July 2024, http://www.gao.gov/blog/disability-pride-month-we-highlight-our-work-college-campus-access-issues.
Herrick, Samantha J., et al. ‘Postsecondary Students With Disabilities: Predictors of Adaptation to College’. Journal of College Student Retention: Research, Theory & Practice, vol. 24, no. 2, SAGE Publications Inc, Aug. 2022, pp. 603–624, https://doi.org10.1177/1521025120941011.
Ives-Rublee, Mia. “How the Trump Administration Is Leaving Disabled College Students Behind.” Teen Vogue, Conde Nast, 19 May 2025, http://www.teenvogue.com/story/college-students-with-disabilities-trump-administration.
Lipkin, Paul H., et al. ‘The Individuals With Disabilities Education Act (IDEA) for Children With Special Educational Needs’. Pediatrics, vol. 136, no. 6, Dec. 2015, pp. e1650–e1662, https://doi.org/10.1542/peds.2015-3409.