![]() ![]() In early May 2019, Savannah graduated from Arizona State University’s Barrett Honors College with a bachelor’s degree in psychology. Despite the difficulties she faced, Savannah persevered and became a strong advocate for herself. It took years for her to become comfortable with her learning disability, to talk about it and to request the accommodations she needed.īefore Savannah took the SAT, she faced the extra step of documenting her disability to secure extra time. While strides have been made in recent years to welcome and support college students with a wide range of disabilities, continuing to improve in this area will benefit both students and the institutions they attend.Ĭonsider Savannah Treviño-Casias: Savannah struggled throughout her life with a disability that affected her ability to learn math. Related: Twice exceptional, doubly disadvantaged? How schools struggle to serve gifted students with disabilities This is a serious concern, and one that colleges and universities must address head-on. In contrast, while nearly one in five college students has some type of disability, according to the National Center for Education Statistics, the median percentage across all institutions of undergraduate students formally registered as having a disability was only 6 percent in 2017. ![]() While 20 percent of elementary and secondary students have a learning disability, 94 percent of those students received some sort of help or accommodation while in high school. ![]() ![]() Individuals with disabilities bring diverse and valuable perspectives to their schools and can themselves be powerful forces in reducing the stigma of having a disability in college. The differences between high school and college are stark. The goal is to help campuses better serve students with disabilities and create environments that students with disabilities can easily navigate. But there is more to accomplish, and we are committed to helping campuses achieve positive change.Įarlier this year, our organizations, along with the American Association of University Administrators, partnered to release new resources focused on actions that college leaders and faculty can take to empower students with disabilities. The attention, in the recent admissions scandal, on accommodations in standardized testing for students with learning disabilities did not help.Īs the leaders of organizations that advocate on behalf of the disability and higher-education communities, we are committed to working together to continue the progress made in recent years to welcome and support college students with a wide range of disabilities. These issues are only amplified when students transition from high school to college. Without the right academic and emotional support, they are much more likely than their peers to repeat a grade, get suspended or drop out. Students with disabilities, and especially those with invisible disabilities that affect how they learn, often struggle because of public misperceptions and stigmas.Īfter all, children with learning and attention issues are as smart as their peers and capable of high academic achievement, but too often they are misunderstood as lazy or unintelligent. ![]()
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