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Supporting Students with Disabilities: Discrepancies in Educational Outcomes and the Need for Comprehensive Postsecondary Support

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Title: Supporting Students with Disabilities: Discrepancies in Educational Outcomes and the Need for Comprehensive Postsecondary Support
Language: English
Authors: Melissa Beck Wells
Source: Discover Education. 2025 4.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Postsecondary Education
Descriptors: Students with Disabilities, Outcomes of Education, Barriers, Postsecondary Education, Enrollment, Employment Patterns, Academic Accommodations (Disabilities), Inclusion, Alignment (Education), Educational Policy, Public Policy, State Policy, Transitional Programs
DOI: 10.1007/s44217-025-00758-2
ISSN: 2731-5525
Abstract: Students with disabilities (SWDs) continue to face significant barriers in postsecondary education, despite federal mandates such as IDEA, ADA, and Section 504. This study explores the role of Universal Design for Learning (UDL) and systemic transition support in mitigating disparities in enrollment, retention, and degree completion for SWDs. Using recent datasets and a structured literature synthesis, the research illustrates how gaps in institutional practices, faculty preparedness, and interagency coordination affect SWDs' outcomes. Data visualizations demonstrate that while enrollment has improved modestly, employment and completion rates remain disproportionately low for students with disabilities, particularly those with intersectional identities. The findings suggest a shift from reactive accommodation toward proactive inclusive design is essential. Recommendations include federal and state policy alignment, mandatory UDL training, and integrated transition services that begin before college entry. Limitations include the constraints of secondary data and institutional variability across states. Implications for future research and policy reform are discussed.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481099
Database: ERIC
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  Data: Supporting Students with Disabilities: Discrepancies in Educational Outcomes and the Need for Comprehensive Postsecondary Support
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Enrollment%22">Enrollment</searchLink><br /><searchLink fieldCode="DE" term="%22Employment+Patterns%22">Employment Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Accommodations+%28Disabilities%29%22">Academic Accommodations (Disabilities)</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Policy%22">Public Policy</searchLink><br /><searchLink fieldCode="DE" term="%22State+Policy%22">State Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink>
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  Data: 10.1007/s44217-025-00758-2
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  Data: Students with disabilities (SWDs) continue to face significant barriers in postsecondary education, despite federal mandates such as IDEA, ADA, and Section 504. This study explores the role of Universal Design for Learning (UDL) and systemic transition support in mitigating disparities in enrollment, retention, and degree completion for SWDs. Using recent datasets and a structured literature synthesis, the research illustrates how gaps in institutional practices, faculty preparedness, and interagency coordination affect SWDs' outcomes. Data visualizations demonstrate that while enrollment has improved modestly, employment and completion rates remain disproportionately low for students with disabilities, particularly those with intersectional identities. The findings suggest a shift from reactive accommodation toward proactive inclusive design is essential. Recommendations include federal and state policy alignment, mandatory UDL training, and integrated transition services that begin before college entry. Limitations include the constraints of secondary data and institutional variability across states. Implications for future research and policy reform are discussed.
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      – SubjectFull: Students with Disabilities
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      – TitleFull: Supporting Students with Disabilities: Discrepancies in Educational Outcomes and the Need for Comprehensive Postsecondary Support
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