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

Abstract\nPOINTS OF INTERESTStudents 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.Twelve students with disabilities attending universities in the United States said that they felt more supported when classes became remote and flexible during the early pandemic than they did in traditional, in-person classes before the pandemic.The students faced many challenges when universities returned to traditional, in-person classes and found the reversal of previously accessible education during the early pandemic to be a betrayal.Students described the support systems in place for them at most universities as difficult to access and use.Students suggested four necessary changes contributing to their success: reduce negative attitudes towards people with disabilities, improve the academic accommodations system, use teaching techniques that help everyone learn, and make all university services easier to use for students with disabilities.Students said the focus groups provided an opportunity to connect with other students with disabilities that they did not have at their universities. [ABSTRACT FROM AUTHOR]