4.6 Universal design for access and equity  (Page 4/11)

Diverse students

Students with disabilities

Over the past 10 years, enrollments of students with disabilities entering colleges and universities have nearly doubled. The enrollment of college students with disabilities was 11.3% undergraduate and 7.6% for graduate. The largest percentage of students reported learning disabilities (31%), attention deficit disorders (18%), mobility impairments (11%) and psychiatric conditions (15%) (U.S. Department of Education, 2011 a&b). For faculty, it is important to understand that these capable students are of average or above average in intelligence, have met the criteria for entry into college, and are seeking a post-baccalaureate degree. These students provide documentation of their disability to university disability services office to verify that accommodations are needed. Faculty work with the disability services and other student services programs to provide these accommodations. The most common accommodations provided include additional exam time, classroom note takers, written course notes or assignment, study skills instruction or use of assistive technology.

Ethnic and racial minorities

Nearly 38% of all undergraduate enrollments and 36% of graduate enrollments were composed of racial and ethnic minority students, more specifically, 12% Black, 6.4% Hispanic, 6.8 Asian/Pacific Islander, .6 American Indian and 10.7 % Non-resident alien (U.S. Department of Education, 2011a). The Council of Graduate Schools (2011b) provided a more detailed breakdown of 2010 Education enrollments which were comprised of 10.5% Black, 9.6% Hispanic, 3.6% Asian/Pacific Islander, .5% American Indian, and 10% two or more races or unknown. While these students enter colleges with differing educational backgrounds, cultural and life experiences, this diversity is highly valued. Higher education is focusing efforts to recruit and retain these underrepresented students, to enhance opportunities for success, and insure their student populations reflect demographics of society. We understand that broadening participation, challenging stereotypes have a positive impact on student cognitive and personal development. A college degree is still viewed as an avenue to economic and social mobility. Students who enter college regardless of race or ethnicity and language barriers face serious challenges due to limited financial aid, the need to work while in college, and inadequate career counseling to insure the student will have employment upon completion of their degrees.

International students

International students account for 12% of the overall enrollment and only 3.3% in the field of Education. The Council of Graduate Schools (2011a) reported increasing numbers of students from China, India, the Middle East and Turkey. When these students enroll in US colleges and universities they encounter similar barriers experienced by ethnic and racial minority students. In addition to language and cultural barriers these students are challenged by understanding expectations for success, the college climate, student support services, family support from a distance, and teaching styles of college faculty. It is critical that we address barriers to learning for these students by offering a flexible curriculum.