Responding to COVID-19: A National Survey of Postsecondary Disability Services
Adam Lalor, Director of the Landmark College Institute for Research and Training
Manju Banerjee, Vice President, Educational Research and Innovation
Landmark College
In 2020, US colleges and universities faced the greatest obstacle to delivering higher education since the Vietnam era: COVID-19. As a result, institutions of higher education and their disability services offices were forced to pivot and begin providing accessible education to all students online. Within days, college campuses were empty and online learning management systems became the site for higher education.
As required by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act, colleges and universities were expected to make online courses accessible to all students with documented disabilities. As a result, postsecondary disability services offices were charged with collaborating with faculty, IT, and students to ensure that accommodations were provided in this new environment. This proposed presentation details the results of a national survey focusing on how different types of disability services offices responded to this movement to online education.
In total, 212 US colleges and universities from around the nation participated in this mixed-methods study. Institutions represented varying institution types (i.e., doctoral universities, master’s colleges, baccalaureate colleges, and associate’s colleges), control (i.e., public vs private), sizes, and disability services foci (i.e., compliance, service, comprehensive) from different geographic regions. Data was collected on a number of topics ranging from accommodation provision to resource allocation and staffing to lessons learned. Among the most interesting findings include that nearly 75% of institutions believed that their level of staffing and resources was enough to serve the accessibility needs of the students during the pandemic yet nearly 40% had to reduce or eliminate services. Additionally, nearly 70% of offices reported receiving requests for accommodations from students who previously did not have accommodations.
Although it is hoped that the world will not face another pandemic of this sort for centuries, it is critical to understand whether our system of providing disability services at the postsecondary level can handle an international crisis. The results of this study depict the need for a disability services field that is nimble and able to respond to the changing needs and realities of our students and our world. Furthermore, the study demonstrates that disability services offices will continue to provide services and access to students with disabilities regardless of how higher education is delivered.
Adam Lalor, Ph.D. is Director of the Landmark College Institute for Research and Training and incoming Co-Director of the Landmark College Center for Neurodiversity. He has over 15 years’ experience in the field of higher education and disability. Dr. Lalor has published and presented extensively, both nationally and internationally on topics including disability-related competence, postsecondary transition, neurodiversity, and Universal Design. He serves as an editorial board member for the Journal of Postsecondary Education Disability, and Career Development and Transition for Exceptional Individuals. He is co-author of the book "From Disability to Diversity: College Success for Students with Learning Disabilities, ADHD, and Autism Spectrum Disorder."
Manju Banerjee, Ph.D. is Vice President of Educational Research and Innovation at Landmark College, Putney, VT. She has over 35 years’ experience in the field of learning and other disabilities. Dr. Banerjee is a certified diagnostician and teacher-consultant for learning disabilities. Dr. Banerjee has published and presented extensively, both nationally and internationally on topics including disability documentation and accommodations, technological competencies for postsecondary transition, and Universal Design. She is on the Executive Board of the Learning Disability Association of America, editorial board member of the Journal of Postsecondary Education Disability, and a consultant to Educational Testing Service.