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Higher Education and Disability: A Systematic Literature Review and Agenda for Research

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Title: Higher Education and Disability: A Systematic Literature Review and Agenda for Research
Language: English
Authors: Jyotesna Maurya (ORCID 0009-0006-9649-1052), Niharika Swaroop (ORCID 0000-0002-4438-6377), Priya Sadar, Debananda Misra (ORCID 0000-0001-6020-680X)
Source: Higher Education Quarterly. 2025 79(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Higher Education, College Students, Students with Disabilities, Diversity Equity and Inclusion, Accessibility (for Disabled), Disability Discrimination, Educational Discrimination, Equal Education, Educational Policy, Academic Accommodations (Disabilities), Educational Environment, Sustainable Development, Social Change, Social Justice, Social Mobility, Educational Practices, Educational Change
DOI: 10.1111/hequ.70001
ISSN: 0951-5224
1468-2273
Abstract: This systematic literature review provides a synthesis of what issues within disability have been researched, how universities respond to the issues to be inclusive to disabled students and the role of higher education environment and policy, in doing so. The review is motivated by the emphasis on inclusive and equitable quality education and reduced inequalities in sustainable development goals (SDGs) and the increasing attention on universities' role in promoting social change, justice and mobility for marginalised groups. Based on multistep methodology that included preliminary search, database selection and keyword-based article retrieval, we conducted a descriptive thematic analysis of 204 research articles on disability in higher education. Our study advances existing literature reviews on the same topic by covering a much larger number of articles, including a broader set of disabilities than physical disability, uncovering a range of themes beyond students' experiences and including policy and managerial aspects corresponding to disability in higher education. We recommend future research areas that can fill the gaps in and advance existing research on disability in higher education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1459474
Database: ERIC
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  Value: <anid>AN0183952969;d8501jan.25;2025Mar25.08:15;v2.2.500</anid> <title id="AN0183952969-1">Higher Education and Disability: A Systematic Literature Review and Agenda for Research </title> <p>This systematic literature review provides a synthesis of what issues within disability have been researched, how universities respond to the issues to be inclusive to disabled students and the role of higher education environment and policy, in doing so. The review is motivated by the emphasis on inclusive and equitable quality education and reduced inequalities in sustainable development goals (SDGs) and the increasing attention on universities' role in promoting social change, justice and mobility for marginalised groups. Based on multistep methodology that included preliminary search, database selection and keyword‐based article retrieval, we conducted a descriptive thematic analysis of 204 research articles on disability in higher education. Our study advances existing literature reviews on the same topic by covering a much larger number of articles, including a broader set of disabilities than physical disability, uncovering a range of themes beyond students' experiences and including policy and managerial aspects corresponding to disability in higher education. We recommend future research areas that can fill the gaps in and advance existing research on disability in higher education.</p> <p>Keywords: accessibility; disability; higher education; universities</p> <hd id="AN0183952969-2">Introduction</hd> <p>Whether universities are global or local, public or private, entrepreneurial or traditional, research‐intensive or teaching‐oriented, inclusion and participation of students with disability in higher education (HE) remains a key emphasis area across countries (Barnes [<reflink idref="bib3" id="ref1">3</reflink>]). At the macrolevel, the focus on disability in HE is driven by the call for universities to respond to sustainable development goals (SDGs), including the goals on inclusive and equitable quality education, full and productive employment and decreasing inequality. While a major focus of the SDG Agenda 2030 is on environmental sustainability, emphasis is also put on universities to foster an inclusive environment and promote the inclusion of students with disability as part of HE's contributions to achieving SDGs (Ruiz‐Mallén and Heras [<reflink idref="bib48" id="ref2">48</reflink>]).</p> <p>The second place from where emphasis on accessibility in HE emerges is the social expectations from universities to drive social change, promote social justice and equity and enable social mobility. Within this context, the participation of marginalised and vulnerable groups, such as women, disabled, LGBTQ and ageing population, in HE has received special attention in the literature and policies. Within national boundaries, the emphasis on students with disability in HE is often placed within democratic ideals and constitutional provisions that give equal rights and emphasise access to education to citizens.</p> <p>Given the above context, governments have taken policy measures to create provisions for students with disability to enter HE, whereas universities have made their physical and academic environments inclusive. Academic research on disability in HE has steadily grown too, with studies appearing in HE journals and in journals that focus on inclusivity and access in education. However, while the enrolment of students with disability in HE has increased globally, more is needed by universities, staff members, students and policymakers to make universities inclusive to students with disability (Ebersold [<reflink idref="bib20" id="ref3">20</reflink>]). Furthermore, recent transformations in HE environment continued emphasis on SDGs and the rapid rise in the use of technology in HE have created challenges and opportunities for making universities inclusive to students with disability, calling for a comprehensive view of what we understand now and further research about this topic. Our paper responds to this call in various ways.</p> <p>First, we focus on the 'university environment' that is primarily the arena for fostering an inclusive approach to disability. HE and its functioning interact with and are shaped by national and global environments, employment markets and civil society, impacting how students are represented within HE. This has resulted in tensions between universities' aspirations, HE policy outcomes and building an inclusive HE environment (Lim and Tan [<reflink idref="bib33" id="ref4">33</reflink>]). McLean, Heagney, and Gardner ([<reflink idref="bib37" id="ref5">37</reflink>]) identify several barriers in Australian HE for the inclusion of international students with disability, including the need for unambiguous information to assist students to deal with varying legislative and policy imperatives between countries and institutions. By uncovering the various themes examined in existing research, our literature review aims to help prioritise the different agendas related to the inclusion of students with disability and aid universities to better identify and understand the emerging challenges.</p> <p>Second, linked to the university environment, the increasing diversity of students in HE requires universities to create diverse entry and exit pathways for students, instead of taking a one‐size‐fits‐all approach. Universities need to consider the diversity and social composition of students when designing strategies, instead of simply broadening their activities (Van Mol and Perez‐Encinas [<reflink idref="bib57" id="ref6">57</reflink>]). Despite the above, attention to students with disability is largely missing in equity, diversity and inclusion (EDI) literature in HE. Wolbring and Lillywhite ([<reflink idref="bib62" id="ref7">62</reflink>]) suggest that this provides 'an opening for many fields to critically analyse EDI efforts in relation to disabled students, non‐academic staff, and academic staff, the intersectionality of disabled people with other EDI groups and the impact of the EDI efforts on the social situation of disabled people beyond educational settings' (p. 1). By providing an understanding of the different themes in the literature, we shed light on research, practice and policy gaps and open opportunities for researchers to examine disability in HE from different disciplinary perspectives, and with novel theoretical lenses and methodological approaches.</p> <p>Third, assistive technologies form a key part of the learning experiences and outcomes of students with disability. Students draw on social and cultural resources, called 'digital capital', to support their technology use in HE (Seale et al. [<reflink idref="bib51" id="ref8">51</reflink>]). The significant increase in the use of technologies in universities for teaching and learning, further accelerated during the pandemic, is likely to have made the relationship between students with disability, technologies and universities even more complex. By understanding research about the role of technology, we aid researchers to critically examine the use of emerging technologies by students and how the use of these technologies can be steered to empower students with disability.</p> <p>Fourth, the current understanding of disability has been rooted in a medical model of disability, wherein disability is seen as a limitation for student success. However, shift in focus due to SDGs has led to viewing and understanding disability within the social and cultural context. Such an approach also shifts the attention to student success, such as academic performance, retention and employability, instead of viewing disability as a constraint. Our review identifies and uncovers the lesser‐known body of research that is solutions oriented and focuses on policies, strategies and actions of universities to build an inclusive HE.</p> <p>Based on the analysis above, we set out our approach for literature review as follows. At the macrolevel, we examine research about the university environment that shapes disabled students' experiences and outcomes, including the physical and learning environment that the university provides. We then move the focus to research about the tools and practices, including the role of technology, policies and university practices, that can address challenges related to disabled students. Finally, we focus on research that examines the outcomes and effects of various initiatives related to disability. We use these as the three main lenses to examine the articles that we retrieve through our search criteria.</p> <p>The remainder of the paper is organised as follows. In the next section, we describe our approach and methodology for the literature review. Next, we discuss findings based on descriptive analysis of the papers, followed by a section that discusses the key themes covered in the literature. We conclude by discussing a future research agenda for disability and HE.</p> <hd id="AN0183952969-3">A Review of Existing Literature Reviews on Disability and HE</hd> <p>The existing literature reviews related to HE and disability are narrowly scoped, often focusing on specific disabilities, contexts or themes. See Annexure 1 for a list of existing reviews. For instance, Kimball et al. ([<reflink idref="bib29" id="ref9">29</reflink>]) focus on U.S. HE post‐IDEA amendments, while others examine assistive technologies for dyslexia and autism (see Smith and Hattingh [<reflink idref="bib54" id="ref10">54</reflink>]). By including all disabilities and contexts, our literature review offers a panoramic view of the field, enabling comparisons and connections across diverse conditions, tools and environments. This broader lens enhances understanding of how various factors—disability types, different settings and technological interventions—interact to shape educational outcomes, revealing patterns.</p> <p>Additionally, by synthesising findings across a spectrum of disabilities and contexts, our SLR provides a valuable resource for policymakers and practitioners. Existing reviews, such as Fernandez ([<reflink idref="bib24" id="ref11">24</reflink>]), emphasise barriers to assistive technology adoption but do not generalise beyond specific contexts. Our broader approach and recommendations are aimed to equip stakeholders with actionable insights for the design of inclusive policies and universal practices.</p> <p>A critical strength of our study lies in its comprehensive review of 227 articles, significantly surpassing the scope of existing SLRs. Most prior reviews cover fewer studies, limiting their capacity to capture diverse insights and patterns. Even broader reviews like Smith and Hattingh ([<reflink idref="bib54" id="ref12">54</reflink>]), which examine 164 articles, focus on specifically reviewing literature to identify assistive technologies for students with dyslexia, and the study by Bartolo et al. ([<reflink idref="bib4" id="ref13">4</reflink>]), despite having 133 articles, focussed exclusively on unearthing aspirations and access needs of the students based on their perspectives.</p> <p>Our systematic literature review is not just aimed at researchers, but it is also useful for the various actors—teachers, administrative staff, students and university leaders—that are involved in disability within universities. We take an inductive approach to our review by discovering themes in the research through a ground up synthesis of existing studies. By doing this, we have identified what aspects researchers have not paid enough attention to, and lay out an agenda for researchers to address in the future. We are solution oriented in our recommendation for future research and practitioners by shedding light on the different actors, and their roles and understanding the functions, policies and practices for making HE inclusive to disabled students.</p> <p>While our SLR provides a broad overview encompassing all disabilities and contexts, it does not delve deeply into specific discussions, such as mental and intellectual disabilities, to maintain its holistic perspective. Readers seeking a focused analysis of specific disabilities are encouraged to consult reviews such as McLean, Heagney, and Gardner ([<reflink idref="bib37" id="ref14">37</reflink>]), which analyse the psychosocial impacts of assistive technology, and Boot et al. ([<reflink idref="bib8" id="ref15">8</reflink>]), which focus on intellectual disabilities, providing valuable discussions on related challenges.</p> <hd id="AN0183952969-4">Approach and Methodology</hd> <p>The methodology followed in this paper is based on the broader steps suggested by Arksey and O'Malley ([<reflink idref="bib2" id="ref16">2</reflink>]) for comprehensive and systematic literature reviews. The methodology provided has been well accepted and used in various studies, for instance, in assessing the impact of pandemic (see Kotlar et al. [<reflink idref="bib31" id="ref17">31</reflink>], as an example) and in the field of HE (O'Flaherty and Phillips [<reflink idref="bib42" id="ref18">42</reflink>]) and learning (Basak, Wotto, and Bélanger [<reflink idref="bib5" id="ref19">5</reflink>]) as well. The recommended steps are as follows: (<reflink idref="bib1" id="ref20">1</reflink>) identifying the research question, (<reflink idref="bib2" id="ref21">2</reflink>) identifying relevant studies from different sources, (<reflink idref="bib3" id="ref22">3</reflink>) study selection based on relevancy to the research question, (<reflink idref="bib4" id="ref23">4</reflink>) charting the data and (<reflink idref="bib5" id="ref24">5</reflink>) finally, collating and summarising the results. Instead of starting with a specific research question in mind, we first conducted a search to learn about existing literature reviews on disability in HE and found that most existing literature reviews focussed on specific disability groups instead of addressing the overall theme. As researchers exploring this topic for the first time, this step was particularly helpful as it helped us arrive at a shared understanding of the common terminologies used in literature, including disability, accessibility and inclusivity. We decided not to limit our literature review to any specific type of disability and geography.</p> <p>Next, we reviewed potential databases, such as Scopus, LexisNexis, Google Scholar and Web of Science, to search for articles. We chose Scopus as our preferred database that have more peer‐reviewed journals relevant to social sciences than other databases (Manatos, Rosa, and Sarrico [<reflink idref="bib35" id="ref25">35</reflink>]).</p> <p>We then searched for all articles that had the keywords 'disability', 'accessibility' and 'university', using 'AND' criteria, in their title, abstract or author keywords. Scopus included related terms, such as 'disabled' and 'universities', in their search results. We limited the search to the subject areas of social sciences, psychology, arts and humanities, decision sciences, multidisciplinary and economics, econometrics and finance; and included only peer‐reviewed articles, conference and review papers in our search. The above criterion gave a total of 426 articles published between 1992 and 2023. The Scopus algorithm ensured that other forms of keywords were also included in the search, for example—inclusion of disability meant that words like disabled, disabilities etc. were also covered under the search. Additionally, once the articles were retrieved, we also looked at the keywords included in the article. This helped us ensure that only articles related to the disability in HE are included.</p> <p>We divided these articles among the first three authors such that each paper was read by two. We included an article in the review based on its relevance to the theme of the review, independently by two authors through a reading of abstract. If any differences of opinion arose, the abstract was read by the third author together and its inclusion was decided after a discussion among them. A total of 341 papers were left after this process, which were downloaded from the Scopus database.</p> <p>Next, to ensure that we did not miss out on any key articles outside of Scopus, we did a final search on Google Scholar, including keywords 'higher education', 'accessibility' and 'disability', and added an additional 32 articles to our repository. Of the total articles retrieved from Google Scholar and Scopus, 65 papers were inaccessible and 81 papers were in languages other than English, giving the final total to be 227 to be included in the review. Although some of these articles are included as citations in this article, the complete list of the articles can be made available upon request (Figure 1).</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/D85/01jan25/hequ70001-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="hequ70001-fig-0001.jpg" title="1 Methodology Page 23 of 30." /> </p> <p></p> <p>We carried out a descriptive analysis (discussed in the next section) of the shortlisted articles to understand the publication patterns and gaps in the articles.</p> <p>Finally, the bibliographic details of the papers were extracted and a few additional codes like the type of disability covered (mental, physical, both or not defined) and the overarching theme of the paper were generated to maintain a uniform analysis of the papers. These codes and the metadata provided from the Scopus database helped in producing a rich descriptive analysis of the research papers. We divided the articles among authors such that two authors would review a paper independently and categorise it into a theme by reading the paper to understand its main argument(s) and the findings(s). If any contentions arose over the themes between two authors, all the three authors read the paper, discussed and decided the theme together. Any final unresolved conflicts about categorising the papers were resolved by discussion among all the authors. The themes were informed by the patterns which emerged during the initial screening of research papers and inductively by reading the papers. Table 1 shows the spread of themes across the articles reviewed.</p> <p>1 TABLE Distribution of articles according to themes.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Usability of university campuses and resources</th><th align="center">No. of articles</th><th align="center">Tools, practices and policies</th><th align="center">No. of articles</th><th align="center">Lived experiences and outcomes</th><th align="center">No. of articles</th></tr></thead><tbody valign="top"><tr><td align="left">Web accessibility</td><td align="center">30</td><td align="center">Inclusive education</td><td align="center">51</td><td align="center">Lived experiences</td><td align="center">29</td></tr><tr><td align="left">Library accessibility</td><td align="center">23</td><td align="center">Technology</td><td align="center">19</td><td align="center">Outcomes</td><td align="center">18</td></tr><tr><td align="left">Multiple</td><td align="center">20</td><td align="center">Professional development</td><td align="center">6</td><td align="center" /><td align="center" /></tr><tr><td align="left">e‐Learning and MOOCs</td><td align="center">19</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="left">Campus accessibility</td><td align="center">12</td><td align="center" /><td align="center" /><td align="center" /><td align="center" /></tr><tr><td align="left">Total</td><td align="center">104</td><td align="center" /><td align="center">76</td><td align="center" /><td align="center">47</td></tr></tbody></table> </ephtml> </p> <hd id="AN0183952969-6">Findings</hd> <p></p> <hd id="AN0183952969-7">Descriptive Analysis</hd> <p>While research on disability in HE emerged as far back as 1992 (Norton [<reflink idref="bib41" id="ref26">41</reflink>]), it started to grow consistently in 2013. The number of published articles increased from 15 per year in 2013 to almost 45 in 2022. As per the Scopus analytics report, the maximum proportion of research papers are from the United States (21.2%) followed by Spain (13%), Brazil (9.1%) and Canada (7.1%), and remaining countries having a total contribution between 0.2% and 2%—indicating a dominance of research from Global North countries. This is in stark contrast to the prevalence of disability globally which is concentrated in South Asia and Africa, where there is negligible research on disability in HE.</p> <p>Of the articles we reviewed, 36% did not provide a definition of disability. Countries have different approaches to what is considered a disability, and the absence of a definition makes it hard to put a boundary to what is being studied, make generalisable claims across disability types and countries and make cross‐country comparisons. In terms of nature of disability being studied, studies tend to focus on physical disability—31% of the articles reviewed focused on mental and physical disability, whereas 26% of the articles focussed on physical disabilities, and a meagre 7% of the articles studied mental disabilities (Table 2). Articles covering physical disabilities focussed on blindness, hearing issues and handicapped students, while articles researching mental disabilities studied learning disabilities, ADHD and autism.</p> <p>2 TABLE Type of disabilities covered in the articles.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Nature of disability</th><th align="center">No. of articles</th></tr></thead><tbody valign="top"><tr><td align="left">Miscellaneous and unspecified</td><td align="center">87</td></tr><tr><td align="left">Both</td><td align="center">74</td></tr><tr><td align="left">Physical</td><td align="center">51</td></tr><tr><td align="left">Mental</td><td align="center">15</td></tr><tr><td align="left">Total</td><td align="center">227</td></tr></tbody></table> </ephtml> </p> <hd id="AN0183952969-8">Thematic Analysis</hd> <p>Starting with the three broad lenses of inquiry—the environment, the tools and practices and the outcomes of disability, we identified further subthemes of research in each of these areas related to disability in HE inductively while going over the abstracts in the previous step. The first theme, which had most of the research papers, comes from our focus on the environment within which disability is situated. This pertains making university campus and resources, which include the university website, library and online courses, to be more accessible and usable to disabled students. The second theme was built around tools and practices to enhance inclusivity for disabled students, which focussed on the research done on the role of technology, curricula and pedagogy, and requisite training required for different stakeholders to accommodate disabled students. Finally, the third set of research papers explored the effects of these environments and practices on students and other stakeholders, focusing on their lived experiences and the outcomes for disabled students.</p> <hd id="AN0183952969-9">Theme 1: Accessibility of University Campuses and Resources</hd> <p>This theme pertained to making the university environment accessible to students with disability, which is about making the physical space and learning resources usable by students with different kinds of disability.</p> <hd id="AN0183952969-10">Library Accessibility</hd> <p>Researchers have focused on the accessibility of library infrastructure and library information systems to make them more accessible to disabled students. Apart from the study by Norton ([<reflink idref="bib41" id="ref27">41</reflink>]) on accessibility of libraries to deaf students, most studies on this theme were about reviewing the accessibility of libraries for visually challenged and blind students. Bodaghi and Zainab ([<reflink idref="bib7" id="ref28">7</reflink>]) find the physical accessibility of university libraries in Iran to be inadequate based on the perceptions of disabled students and architects, although students in the study perceived library accessibility slightly better than the architects. Other studies point to lack of appropriate facilities and insufficient information as barriers for students with disability to access libraries (Ekwelem [<reflink idref="bib21" id="ref29">21</reflink>]). Brunskill ([<reflink idref="bib11" id="ref30">11</reflink>]) found that students with 'invisible disabilities' needed specific information such as illumination levels and the location of silent corners in the library.</p> <p>Building on these studies, researchers have analysed how policies about the university environment and university‐level initiatives can enhance library accessibility. Based on an analysis of the expectations of library staff from publishers, Whitehouse, Dearnley, and Murray ([<reflink idref="bib60" id="ref31">60</reflink>]) argued for a change in publishing law in the United Kingdom to make books accessible. Furthermore, Schroeder ([<reflink idref="bib50" id="ref32">50</reflink>]) developed a case study of policy implementation in Michigan State University Libraries in the United States to explain how university‐wide initiatives of e‐resource accessibility and staff training can improve accessibility of libraries. Finally, researchers have identified various factors, such as staff training and assistive technologies, that can enhance library accessibility (Fallon, 2015).</p> <hd id="AN0183952969-11">e‐Learning and Massively Online Open Courses (MOOCs)</hd> <p>Most papers under this theme explored the barriers and constraints, including those pertaining to technical dimensions of MOOCs, difficulty in using learning tools, and browser design issues, faced by students with disability in online education, with some examining factors that shaped those barriers. A key factor that can shape e‐learning for students with disability is the sensitisation and training of faculty and staff about issues of inaccessibility of websites and electronic resources (Fichten et al. [<reflink idref="bib25" id="ref33">25</reflink>]).</p> <p>Researchers have emphasised the use of universal design (UD) principles to increase the accessibility of online learning courses and address the barriers faced by students with disability (Burgstahler, Corrigan, and McCarter [<reflink idref="bib12" id="ref34">12</reflink>]) to detail out how UD principles can be operationalised in online courses to increase 'cognitive access' through a variety of pedagogical practices. They show that when online courses are created using UD principles, students value the organisation, instructor interaction and flexible options provided. Despite the use of UD principles, there are aspects of MOOCs, such as difficulties in accessing support services, library accessibility and research facilities and adequate academic support, that may make it challenging to improve the learning outcomes for students with disability (Walker [<reflink idref="bib59" id="ref35">59</reflink>]).</p> <hd id="AN0183952969-12">Web Accessibility</hd> <p>Studies on the usability of university websites emerged in the United States during the internet boom, with most researchers highlighting issues about accessibility of images used in university websites (Schmetzke [<reflink idref="bib49" id="ref36">49</reflink>]). Even up until 2009, the accessibility of university websites did not improve significantly in the United States (Comeaux and Schmetzke [<reflink idref="bib17" id="ref37">17</reflink>]). A study on the website accessibility policy of land grant universities in the United States attributed the poor accessibility of university websites to university policies, highlighting the deficiencies in the policies for building and upgrading university websites (Bradbard, Peters, and Caneva [<reflink idref="bib9" id="ref38">9</reflink>]).</p> <p>In terms of types of disability, studies about web accessibility examined accessibility for blind, deaf, learning‐disabled students or students with insufficient motor control. These studies focussed on assessing whether the websites were following the standards, such as Bobby 3.1.1 or Web Content Accessibility Guidelines 1.0. In a novel study, Meredith, Packman, and Marks ([<reflink idref="bib38" id="ref39">38</reflink>]) focussed exclusively on assessing the information available for students who stutter on the university websites in Australia and found only 13% of the 39 public universities provided information to the students.</p> <p>Moving further from the accessibility of websites, researchers have analysed the 'usefulness of information' provided on the websites for students with disability and the inclusion of accessibility in teaching programmes of web development itself. Ferati and Vogel ([<reflink idref="bib23" id="ref40">23</reflink>]) examined whether web development courses taught in universities include a component of accessibility and found that while students and professors acknowledged the significance, the course itself did not have any such component. De Anna et al. ([<reflink idref="bib18" id="ref41">18</reflink>]) developed a course curriculum to include web accessibility in a course taught to university students.</p> <hd id="AN0183952969-13">Campus Accessibility</hd> <p>Studies have examined accessibility of university campuses—indoor and outdoor—to students with disabilities and understanding what physical barriers those students may face in a university. While some of these studies focused on students' perceptions and experiences of campus spaces, others examined campuses as 'spaces' that can potentially make the disabled students feel included or excluded. In their study of campus accessibility in Ghana, Tudzi, Bugri, and Danso ([<reflink idref="bib56" id="ref42">56</reflink>]) showed that students perceive that the university administration treats the concerns of students with disabilities as an afterthought.</p> <p>To improve campus accessibility, researchers have advocated the use of design thinking that brings relevant stakeholders together to come up with solutions for accessibility. Heron et al. ([<reflink idref="bib28" id="ref43">28</reflink>]) found that the use of design thinking can have the added effect of improved awareness about disability issues on campus. Besides, researchers have explored the use of technologies, such as digital maps, and planning‐ and architecture‐based approaches to examine the built environment of campuses and to enhance campus accessibility for students with disabilities (Campos [<reflink idref="bib14" id="ref44">14</reflink>]).</p> <hd id="AN0183952969-14">Theme 2: Tools, Practices and Policies to Enhance Inclusivity</hd> <p>This theme is about the practices and policies to build an inclusive environment for disabled students. Articles on this theme were divided into capabilities of instructors and staff, the role of technology and building an inclusive environment for disabled students.</p> <hd id="AN0183952969-15">Faculty Attitudes and Professional Development</hd> <p>Given the importance of a student‐centred learning environment for students with disability, researchers have looked at the role of teachers and staff members in the same. In general, literature on faculty attitudes towards students with disability indicates that faculty have positive, negative and mixed attitudes towards students, and are willing to provide instructional, technological and testing accommodations to students to do better in academics (Burgstahler, Corrigan, and McCarter [<reflink idref="bib12" id="ref45">12</reflink>]). However, faculty are less comfortable with lowering course standards or giving unfair advantage to students but are willing to provide accommodations that are easy to provide, and which require little extra time (Leyser and Greenberger, [<reflink idref="bib32" id="ref46">32</reflink>]).</p> <p>A key part of shaping faculty attitudes towards students with disability is to build awareness and capabilities among teachers and motivate them. Carballo, Morgado, and Cortés‐Vega ([<reflink idref="bib15" id="ref47">15</reflink>]), based on their study of 51 teachers, find that although university teachers are aware of challenges of the students with disability, they lack the training related to how to engage with such students in classroom. Also, a few papers discussed about collecting data of staff's perceptions and practices which can be applied by practitioners to create inclusive education for all students (Pearson et al. [<reflink idref="bib44" id="ref48">44</reflink>]).</p> <hd id="AN0183952969-16">Technology</hd> <p>Studies on this theme analysed the role of technology in shaping the accessibility of education for students with disabilities. While several of these studies address physical and/or mental disabilities, there is a lack of studies focusing explicitly on mental disabilities.</p> <p>Seale et al. ([<reflink idref="bib51" id="ref49">51</reflink>]) used the concepts of digital agility and digital decision‐making to demonstrate how digital inclusion in HE is not just about access and accessibility and is influenced by a complex interplay of factors including technology, personal and contextual factors and resources and choices. These have subsequently been expanded by Seale et al. ([<reflink idref="bib51" id="ref50">51</reflink>]) who developed a 'digital capital framework' to explain the relationship between students with disability and their technologies. Using the framework, they show that some of the resources available to disabled students, such as the formal ICT education and training undertaken at the school or college level, were not appropriate or effective. The concept of digital capital has been used in several studies to explain how it might enable disabled students to do more—from a learning and social perspective—in universities.</p> <p>Unlike the conceptual papers above, researchers have examined the use of technology within specific fields of study. For instance, Challis ([<reflink idref="bib16" id="ref51">16</reflink>]) uncovered how music courses and production in educational institutes have compromised accessibility standards to be in line with the perceived technological standards of the current industry. It concluded that while accessible alternatives and enhancements, such as Benemin and Soundbeam, are available, they need to be brought into practice. Similarly, in another study, Fernandez ([<reflink idref="bib24" id="ref52">24</reflink>]) explored a research creation project 'Digital Collaborative Making' where students critiqued the impact of digital technology by making performance videos with their peers. This not only allowed recognition of the presence of students with different identities but also captured the lived experiences of students with disabilities in the HE classroom.</p> <hd id="AN0183952969-17">Inclusive Education, Learning and Pedagogies</hd> <p>Articles under this theme investigated ways to create an inclusive curriculum, pedagogies and accessible learning materials that support students with disability. To build an inclusive education environment, Roth et al. ([<reflink idref="bib47" id="ref53">47</reflink>]) proposed implementing disability awareness, training, and empowerment (DATE) programme on the campus to train faculty, staff, administrators and students to promote inclusive education. Widyastuti et al. ([<reflink idref="bib61" id="ref54">61</reflink>]) used 'Inclusive Participatory Action Research approach' to investigate issues, organise programmes, manage operations and carry out initiatives to create a disability‐friendly environment. Campanile et al. ([<reflink idref="bib13" id="ref55">13</reflink>]) used a tool called 'The University Disability Inclusion Score' to assess the inclusion and accessibility of universities.</p> <p>Students with disability face various barriers like social barriers, financial barriers, social and psychological barriers and stigma, causing them to not participate in classrooms and university‐wide initiatives (Shpigelman et al. [<reflink idref="bib53" id="ref56">53</reflink>]). Various factors that are important to the successful adaptation of students with disability to HE are resilience, self‐esteem, family support and subjective and psychological well‐being of students with disability (Martín and Moriña [<reflink idref="bib36" id="ref57">36</reflink>]).</p> <p>Complementing studies on university‐wide initiatives to create an inclusive environment, researchers have investigated what teaching staff and administrators can do to promote inclusion in universities. Aquino‐Llinares and Moreno‐Navarro ([<reflink idref="bib1" id="ref58">1</reflink>]) suggested that to promote inclusive education, teachers need to be trained and encouraged to develop 'teaching support materials' for students with disability. Campanile et al. ([<reflink idref="bib13" id="ref59">13</reflink>]) proposed to introduce a grievance policy so that students facing discrimination and problems relating to disability can file complaints.</p> <hd id="AN0183952969-18">Theme 3: Lived Experiences and Outcomes</hd> <p></p> <hd id="AN0183952969-19">Outcomes</hd> <p>Papers on this theme analysed academic and professional outcomes of students with disability, often comparing them to those of nondisabled students. The general finding has been that with no intervention, disabled students perform poorly compared to nondisabled students. Parsons et al. ([<reflink idref="bib43" id="ref60">43</reflink>]) compared the academic performance in terms of GPA, and number of failed and dropped courses of disabled and nondisabled students, and found that nondisabled students performed better than the disabled students with same gender and similar high school scores. Several enabling factors, such as peer‐led learning, subtitling and assistive technologies, can help disabled students improve their self‐efficacy and academic performance (Bergey et al. [<reflink idref="bib6" id="ref61">6</reflink>]). Further, providing accommodations, such as memory aids and human assistants, can help disabled students perform better.</p> <p>Moving beyond academic outcomes, country‐specific studies have examined the kind of jobs or environments disabled students can better fit into and grow professionally. In Canada, Pullman ([<reflink idref="bib46" id="ref62">46</reflink>]) demonstrated that while vocational education and training (VET) were more accessible to students with disability, many students also reported that they acquired disabilities due to accidents while pursuing the course. Zarifa, Walters, and Seward ([<reflink idref="bib63" id="ref63">63</reflink>]) provided evidence that college graduates with disability in Canada were more likely to be unemployed or be employed at part‐time jobs than nondisabled students of the same graduating class. Erickson et al. ([<reflink idref="bib22" id="ref64">22</reflink>]) found that several companies in the United States, despite identifying certain policies and practices as good for retaining and supporting disabled candidates, did not fully implement them. Similarly, in Japan, the accessibility for disabled candidates increased but the candidates experienced low inclusivity and job satisfaction which led to low retention of disabled employees in the companies (Mithout [<reflink idref="bib39" id="ref65">39</reflink>]).</p> <hd id="AN0183952969-20">Lived Experiences of Students and University Actors</hd> <p>How students with disability experience the university and their learning environment is key to their identity formation and development, learning outcomes and future growth. Although students with disability enter HE to validate a positive identity, they are uncomfortable with the labelling process in universities (Prowse [<reflink idref="bib45" id="ref66">45</reflink>]). Based on a mix of survey‐based data and interviews, researchers have identified the barriers that students with disability encounter to participate in universities (Guilbaud, Martin, and Newton [<reflink idref="bib27" id="ref67">27</reflink>]). Tinklin and Hall ([<reflink idref="bib55" id="ref68">55</reflink>]) described five factors—the physical environment, access to information, entrance to HE, assumptions of 'normality' and levels of awareness—that shape the experiences of students with disability.</p> <p>Examining the lived experience of students with disability, Malinovskiy, Shibanova, and Movkebayeva ([<reflink idref="bib34" id="ref69">34</reflink>]) found that students with disabilities made choices according to the territorial proximity since they were unaware of actual barriers and the support services in universities. The researchers suggest proactively informing students and removing territorial barriers to enhance students' experiences. Marsia De Picker ([<reflink idref="bib19" id="ref70">19</reflink>]), being a disabled PhD student, shares how academic conferences can be organised to include topics related to accessibility for disabled students. Finally, Guilbaud, Martin, and Newton ([<reflink idref="bib27" id="ref71">27</reflink>]) found that training given to the faculty as a key enabler for enhancing students' experiences and advocate the need to reform university policies for supporting and training the faculty.</p> <hd id="AN0183952969-21">Recommendations for Future Research</hd> <p>Our findings have revealed specific research gaps corresponding to the themes discussed that warrant further investigation. Additionally, researchers have an opportunity to expand conceptual studies in the area of disability in HE. Finally, our findings reveal the need for policy studies and large‐scale national and international data to facilitate cross‐national research.</p> <hd id="AN0183952969-22">Recommendations Based on Thematic Analysis</hd> <p>Linked to our findings about 'campus accessibility', more research is needed to explore how campus accessibility affects academic performance, social integration and well‐being for students with disabilities. Longitudinal studies could reveal how physical and digital accessibility initiatives by universities impact students' academic performance and well‐being over time. Tools like the University Disability Inclusion Score that have been helpful for evaluating campus accessibility need more cross‐institutional validation (Campanile et al. [<reflink idref="bib13" id="ref72">13</reflink>]).</p> <p>In library accessibility, building on various country‐specific studies on barriers and university policies, comparative studies across regions can identify best practices in inclusive library design, and how context‐specific university policies shape library accessibility. While past studies demonstrate the accessibility benefits of e‐learning and MOOCs, future studies can explore UD in online learning, barriers for students with disabilities in blended learning environments and how new technologies, such as AI, can improve digital resources for students with disabilities.</p> <p>In terms of tools and practices to enhance inclusivity, while there is research on teacher training, technology and pedagogy, there is death of studies that examine the organisational and managerial practices of universities, and the role of leadership, to create an inclusive environment. Related to the subtheme on technologies, emerging technologies like AR, VR and AI have potential to enhance the learning experiences and outcomes, especially for students with cognitive and mental disabilities. Research can build on existing studies on socioeconomic disparities in access to technologies to study which individual and social factors determine how students with disability access and use these emerging technologies.</p> <p>Linked to our second theme on 'tools and practices', our findings indicate the significance of attention on staff and resources in making universities inclusive to students with disability. However, studies about professional development for staff are limited to technical training and research can focus on continuous development frameworks including awareness of students' lived experiences, evolving inclusion practices and skills about emerging educational technologies. Although universities have adopted faculty training programmes, like the DATE initiative, the effectiveness and adaptability of these programmes across institutions need further examination. Going beyond faculty, more studies are needed to examine the skills and working relationships among various actors—policymakers, academics, students and staff—to address disability‐related issues in HE.</p> <p>Finally, in relation to the theme of 'lived experiences and outcomes', more research is needed to identify barriers to inclusivity for disability contexts, including cultural perceptions and intersectional challenges. Going beyond immediate outcomes, such as employment and academic performance, research studies can focus on the long‐term impact of HE on disabled students' professional success and job satisfaction. Besides the university environment, researchers can explore systemic barriers in industries, inclusivity policies and career trajectories of disabled graduates to better understand factors that shape career progression of disabled graduates.</p> <hd id="AN0183952969-23">Conceptual Approaches</hd> <p>Our findings indicate that most studies on disability are empirical and deductive in nature, relying on primary data collection through methods, such as interviews and surveys. These studies tend to be based on project(s) at the parent universities of the researchers, and with an aim to evaluate or review existing practices about disability. Researchers have an opportunity to conduct studies that are conceptual and inductive in nature, with an aim to enhance existing theories and build new ones. We offer below some concepts, corresponding to the themes we discussed in findings, that can potentially be used in disability studies in HE, our recommendations are by no means exhaustive.</p> <p>Studies about the university environment for students with disability and how they cope with the environment could be enriched with conceptual underpinning of 'student agency' that has dispositional, motivational and positional dimensions (Vaughn, Parsons, and Massey [<reflink idref="bib58" id="ref73">58</reflink>]). These dimensions of agency can explain how students with disability can achieve their desired learning outcomes and professional goals and take control of their environment to overcome feelings of marginalisation and exclusion. Other related constructs such as 'self‐determination' and 'social role valorisation' may further be useful to uncover challenges for students with disability to exercise agency (Brock, Schaefer, and Seaman [<reflink idref="bib10" id="ref74">10</reflink>]).</p> <p>To understand pedagogies and learning environments for inclusive education, Seale et al. ([<reflink idref="bib51" id="ref75">51</reflink>]) propose a conceptual framework focussing on technology, personal and contextual factors and the resources and choices that students have. This framework goes beyond the extant simplistic approaches to explain digital inclusion of disabled students, Similarly, researchers have used the technology acceptance model (Granić and Marangunić [<reflink idref="bib26" id="ref76">26</reflink>]) to study student engagement and experience with technology. These frameworks could be used to study how disabled students use technologies and how technologies can shape their learning experiences and outcomes.</p> <p>Finally, researchers who are interested in lived experiences and outcomes, and concepts about identity construction as HE can help explore how students with disabilities in HE rebuild their identity. Moriña ([<reflink idref="bib40" id="ref77">40</reflink>]) finds that 'university students with disabilities, in spite of the obstacles, and even recognising them, value HE and adopt their own strategies in order to be able to stay on' (p. 223). Building on other such studies, and using identity theory and related concepts, researchers can examine the professional and social identity of students with disability as well as the factors that shape identity formation.</p> <hd id="AN0183952969-24">Large‐Scale Data and Policy Studies</hd> <p>Most studies on disabled students in HE tend to be based on qualitative data or quantitative data from limited institutional settings, making the findings hard to generalise. There is a need to create data repositories at the national and international levels about the various aspects of disabled students, including learning attributes, social, economic and cultural backgrounds, student experiences and engagements and learning outcomes. Such repositories can be helpful for cross‐national comparisons and for examining the cause–effect relationships for disability in HE.</p> <p>Despite the key role of policies in ensuring that students with disability have the rights and access to HE, we found only a handful of studies (e.g., Konur [<reflink idref="bib30" id="ref78">30</reflink>]; Shaw [<reflink idref="bib52" id="ref79">52</reflink>]) on the role of policy in the learning and assessment of students with disability. Where specific policies for disability in HE exist, researchers can examine the experiences and challenges of students in accessing and benefiting from such policies. Furthermore, researchers can focus on examining the types and nature of policy instruments, such as providing scholarships, different grading criteria and rankings based on inclusivity, in making HE inclusive to disabled students.</p> <hd id="AN0183952969-25">Conclusions and Limitations</hd> <p>Our comprehensive review, covering 227 articles published since 1992, has shed light on the current state of research on disability in HE. We have uncovered four themes—inclusive learning environment; campus accessibility; tool, practices and policies; and outcomes—in the literature. We note that despite its normative appeal, the policy emphasis and international attention on disability, research on disability in HE has remained rather review or evaluation oriented that is based on projects carried out in single or a small number of universities and only a few studies that have conceptual underpinning. It is also surprising to note the negligible research on countries in South Asia and Africa, even though nearly 85% of the disabled population live in developing countries (United Nations, 2023).</p> <p>Our review has few limitations. Even though we used a robust review methodology, the keywords we used, disability, accessibility and university using the 'AND' criteria, may have led to the exclusion of certain relevant articles. Furthermore, we only considered articles published in academic journals, whereas several studies on disability in HE are published as books, book chapters or monographs.</p> <p>Our review has revealed underresearched areas that have helped us provide directions for future research. At the macrolevel, studies on the role of policy and governments in shaping practices and actions of universities are limited; at the level of universities, governance, management and practices of universities influencing the experiences and outcomes of disabled students are underexamined; and at the microlevel, more research is needed on the academic and nonacademic staff in HE and their training and capabilities. Lastly, there is a need to create large‐scale data repositories at the national and international levels about various aspects of students with disability, such as graduate attributes, student experiences, learning outcomes and the social and economic backgrounds of the students, in HE through annual surveys.</p> <hd id="AN0183952969-26">Author Contributions</hd> <p> <bold>Jyotesna Maurya:</bold> data curation, formal analysis, methodology, visualization, writing – original draft, writing – review and editing. <bold>Niharika Swaroop:</bold> data curation, formal analysis, methodology, visualization, writing – original draft, writing – review and editing. <bold>Priya Sadar:</bold> data curation, formal analysis, methodology, visualization, writing – original draft, writing – review and editing. <bold>Debananda Misra:</bold> conceptualization, methodology, supervision, validation, writing – original draft, writing – review and editing.</p> <hd id="AN0183952969-27">Ethics Statement</hd> <p>The authors have nothing to report.</p> <hd id="AN0183952969-28">Conflicts of Interest</hd> <p>The authors declare no conflicts of interest.</p> <hd id="AN0183952969-29">Data Availability Statement</hd> <p>The authors have nothing to report.</p> <hd id="AN0183952969-30">A Appendix Existing Literature Reviews on Disability in Higher Education</hd> <p></p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">S. no.</th><th align="center">Title</th><th align="center">Author(s)</th><th align="center">Year</th><th align="center">Journal</th><th align="center">Focus</th><th align="center">No. of papers reviewed</th><th align="center">Years covered</th></tr></thead><tbody valign="top"><tr><td align="left">1</td><td align="center">Students with disabilities in higher education: A review of the literature and an agenda for future research.</td><td align="center">Kimball, E. W., Wells, R. S., Ostiguy, B. J., Manly, C. A., & Lauterbach, A. A. (2016).</td><td align="center">2016</td><td align="center">Higher education: Handbook of theory and research, 91–156.</td><td align="center">Studies produced since the amendment of the Individuals with Disabilities Education Act (IDEA) in 1997 in the USA</td><td align="center">Unspecified</td><td align="center">Unspecified</td></tr><tr><td align="left">2</td><td align="center">Research challenges in accessible MOOCs: A systematic literature review 2008–2016</td><td align="center">Sandra Sanchez‐Gordon and Sergio Luja'n‐Mora</td><td align="center">2017</td><td align="center">Universal Access in the Information Society, Springer</td><td align="center">Web Accessibility of MOOCs for disabled, old and people from developing countries themed around problems, needs, guidelines, requirements, architecture, design, verification and validation</td><td align="center">40</td><td align="center">2008–2016</td></tr><tr><td align="left">3</td><td align="center">Assistive technology interventions for adolescents and adults with learning disabilities: An evidence‐based systematic review and meta‐analysis</td><td align="center">Bogi Perelmutter, Karla K. McGregor, Katherine R. Gordon</td><td align="center">2017</td><td align="center">Computers & Education, Elsevier</td><td align="center">Effectiveness of different ATs (using meta‐analysis) and perceptions of the users of age 14 or above in secondary and postsecondary settings (learning disability—disorders and physical disability not included)</td><td align="center">56</td><td align="center">No restriction</td></tr><tr><td align="left">4</td><td align="center">Access to assistive technology for people with intellectual disabilities: A systematic review to identify barriers and facilitators</td><td align="center">F. H. Boot, J. Owuor, J. Dinsmore & M. MacLachlan</td><td align="center">2018</td><td align="center">Journal of Intellectual Disability Research</td><td align="center">Identification of barriers and facilitators (for access to AT (50 listed by WHO) and for people with intellectual disabilities (ID))</td><td align="center">27</td><td align="center">No restriction</td></tr><tr><td align="left">5</td><td align="center">The impact of assistive technology use for students with disabilities in higher education: A systematic review</td><td align="center">Aoife McNicholl, Hannah Casey, Deirdre Desmond & Pamela Gallagher</td><td align="center">2019</td><td align="center">Disability and Rehabilitation: Assistive Technology, Taylor & Francis</td><td align="center">Impact of assistive technology (AT) on educational and psychosocial outcomes for students with disabilities (SWDs) in higher education along the themes of 'AT as an enabler of academic engagement'; 'barriers to effective AT use can hinder academic engagement'; 'the transformative possibilities of AT from a psychological perspective'; and 'AT as an enabler of participation'.</td><td align="center">26</td><td align="center">2007–2018</td></tr><tr><td align="left">6</td><td align="center">Intersectionality in higher education research: A systematic literature review</td><td align="center">Sue Nichols & Garth Stah</td><td align="center">2019</td><td align="center">Higher Education Research & Development</td><td align="center">Intersectionality is a theoretical framework to interrogate how tertiary institutions manage, cater for, include, exclude and are experienced in ways that produce advantage and disadvantage</td><td align="center">50</td><td align="center">No restriction</td></tr><tr><td align="left">7</td><td align="center">Accessibility within open educational resources and practices for disabled learners: A systematic literature review</td><td align="center">Xiangling Zhang, Ahmed Tlili, Fabio Nascimbeni, Daniel Burgos, Ronghuai Huang, Ting‐Wen Chang, Mohamed Jemni and Mohamed Koutheair Khribi</td><td align="center">2020</td><td align="center">Smart Learning Environments</td><td align="center">Understanding of accessibility within Open Educational Resources (OER) and Open Educational Practices (OEP)</td><td align="center">31</td><td align="center">2009–2019</td></tr><tr><td align="left">8</td><td align="center">Assistive technologies for students with dyslexia: A systematic literature review</td><td align="center">C. Smith and M. J. Hattingh</td><td align="center">2020</td><td align="center">Innovative Technologies and Learning</td><td align="center">Identification of assistive technologies that can help students with dyslexia as well as acceptance and impact of these technologies</td><td align="center">164</td><td align="center">2009–2019</td></tr><tr><td align="left">9</td><td align="center">Assistive technology for autism spectrum disorder: Systematic literature review</td><td align="center">Nur Anis Suhaila and Norazah Mohd Nordin</td><td align="center">2022</td><td align="center">International Journal of Advanced Research in Education and Society</td><td align="center">To provide a comprehensive overview of studies on the utilisation of assistive technology (AT) to help persons with ASD cope with the challenges they face.</td><td align="center">60</td><td align="center">2017–2022</td></tr><tr><td align="left">10</td><td align="center">Assistive technology for the inclusion of students with disabilities: A systematic review</td><td align="center">Jose Maria Fernandez‐Batanero, Marta Montenegro‐Rueda, Jose Fernandez‐Cerero, Inmaculada Garcia‐Martinez</td><td align="center">2022</td><td align="center">Educational technology research and development</td><td align="center">The impact of AT on the inclusion of students with disabilities. ATs are successful, although barriers such as teacher education, lack of information or accessibility are there.</td><td align="center">31</td><td align="center">2009–2020</td></tr><tr><td align="left">11</td><td align="center">A step closer to understanding research trends in the field of digital inclusion of persons with disabilities in higher education: A systematic literature review</td><td align="center">Ljerka Luic, Maja Popovic</td><td align="center">2022</td><td align="center">83rd International Scientific Conference on Economic and Social Development—'Green Marketing', Varazdin Development and Entrepreneurship Agency.</td><td align="center">Use and adaptation of digital educational tools for students with disabilities, and digital competencies of teachers.</td><td align="center">8</td><td align="center">2019–2022</td></tr><tr><td align="left">12</td><td align="center">Aspirations and accommodations for students with disability to equitably access higher education: A systematic scoping review</td><td align="center"><p>Paul A. Bartolo,</p><p>Michelle Borg,</p><p>Anne Marie Callus,</p><p>Alistar De Gaetano,</p><p>Marchita Mangiafico,</p><p>Edward Mazzacano D'Amato, Carmen Semmut, Ramona Vella Vidal and Jonathan Vicent</p></td><td align="center">2023</td><td align="center">Frontiers in Education</td><td align="center">Aspirations and access needs of disabled students based on their world views.</td><td align="center">133</td><td align="center">Unspecified</td></tr></tbody></table> </ephtml> </p> <ref id="AN0183952969-31"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref20" type="bt">1</bibl> <bibtext> Funding: The authors received no specific funding for this work.</bibtext> </blist> </ref> <ref id="AN0183952969-32"> <title> References </title> <blist> <bibtext> Aquino‐Llinares, N., and P. Moreno‐Navarro. 2022. " Engaging Environmental Sciences Students in Statistics Through an Inclusive Experience in a Spanish University." 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  Data: Higher Education and Disability: A Systematic Literature Review and Agenda for Research
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  Label: Language
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  Data: English
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  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jyotesna+Maurya%22">Jyotesna Maurya</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-9649-1052">0009-0006-9649-1052</externalLink>)<br /><searchLink fieldCode="AR" term="%22Niharika+Swaroop%22">Niharika Swaroop</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4438-6377">0000-0002-4438-6377</externalLink>)<br /><searchLink fieldCode="AR" term="%22Priya+Sadar%22">Priya Sadar</searchLink><br /><searchLink fieldCode="AR" term="%22Debananda+Misra%22">Debananda Misra</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6020-680X">0000-0001-6020-680X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education+Quarterly%22"><i>Higher Education Quarterly</i></searchLink>. 2025 79(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity+Equity+and+Inclusion%22">Diversity Equity and Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Accessibility+%28for+Disabled%29%22">Accessibility (for Disabled)</searchLink><br /><searchLink fieldCode="DE" term="%22Disability+Discrimination%22">Disability Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Discrimination%22">Educational Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Accommodations+%28Disabilities%29%22">Academic Accommodations (Disabilities)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainable+Development%22">Sustainable Development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Change%22">Social Change</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Mobility%22">Social Mobility</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/hequ.70001
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0951-5224<br />1468-2273
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This systematic literature review provides a synthesis of what issues within disability have been researched, how universities respond to the issues to be inclusive to disabled students and the role of higher education environment and policy, in doing so. The review is motivated by the emphasis on inclusive and equitable quality education and reduced inequalities in sustainable development goals (SDGs) and the increasing attention on universities' role in promoting social change, justice and mobility for marginalised groups. Based on multistep methodology that included preliminary search, database selection and keyword-based article retrieval, we conducted a descriptive thematic analysis of 204 research articles on disability in higher education. Our study advances existing literature reviews on the same topic by covering a much larger number of articles, including a broader set of disabilities than physical disability, uncovering a range of themes beyond students' experiences and including policy and managerial aspects corresponding to disability in higher education. We recommend future research areas that can fill the gaps in and advance existing research on disability in higher education.
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  Label: Entry Date
  Group: Date
  Data: 2025
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  Label: Accession Number
  Group: ID
  Data: EJ1459474
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1459474
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/hequ.70001
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Diversity Equity and Inclusion
        Type: general
      – SubjectFull: Accessibility (for Disabled)
        Type: general
      – SubjectFull: Disability Discrimination
        Type: general
      – SubjectFull: Educational Discrimination
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Academic Accommodations (Disabilities)
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Sustainable Development
        Type: general
      – SubjectFull: Social Change
        Type: general
      – SubjectFull: Social Justice
        Type: general
      – SubjectFull: Social Mobility
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Educational Change
        Type: general
    Titles:
      – TitleFull: Higher Education and Disability: A Systematic Literature Review and Agenda for Research
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Jyotesna Maurya
      – PersonEntity:
          Name:
            NameFull: Niharika Swaroop
      – PersonEntity:
          Name:
            NameFull: Priya Sadar
      – PersonEntity:
          Name:
            NameFull: Debananda Misra
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0951-5224
            – Type: issn-electronic
              Value: 1468-2273
          Numbering:
            – Type: volume
              Value: 79
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Higher Education Quarterly
              Type: main
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