COVID-19 Transitions - An Update on Access, Barriers, and Supports Nine Months into the Pandemic

Oct 15, 2026

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Nine months into the COVID-19 pandemic, higher education professionals surveyed by AHEAD report persistent questions about campus accessibility and student support. Findings show over 95% of institutions offered online or mixed learning in fall 2020, while almost half saw planned formats shift after the term began. Barriers improved for technology access, yet counseling, food, and housing remain inconsistent, and disability resource offices face rising accommodation demands with reduced budgets.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Major Findings

Access Improvements and Remaining Barriers

Changes in Barriers to Access for Disabled Students During COVID-19

COVID-19 Transitions: An Update on Access, Barriers, and Supports Nine Months into the Pandemic Sally Scott, AHEAD and Katherine C. Aquino, St. John’s University In spring 2020, AHEAD reported on the perspectives of higher education professionals at the onset of the pandemic. In the early days of rapid transition to remote instruction and student services, professionals who work with disabled students reported widespread barriers to access that exceeded the experiences of the general student population (Scott & Aquino, 2020) . Accounts of rapid development of virtual supports and extensive work to promote accessibility in quickly emerging online courses were top priorities. Attempts to support institutional planning and contribute to inclusive policies and practices were met with mixed results. Concurrently, professionals were facing their own obstacles in the transition to working remotely (Scott & Aquino, 2021) . In January 2021, AHEAD once again surveyed the membership of higher education professionals to get an update on persisting barriers to campus access and to learn about emerging modifications and strategies that hold promise for shaping inclusive campus practices in the future. Nine months into the pandemic, questions remain related to campus accessibility and student support. What have higher education professionals observed about student experiences and challenges? What stressors and supports do higher education professionals continue to face in their own work? At this second data collection point, it is clear that change and fluidity have remained constant requirements. Over 95% of higher education professionals indicated that their campus offered online or mixed virtual and in-person learning in fall 2020; almost half reported that the planned instructional format changed after the term began. There was more variation in how campuses adapted the administrative work format for disability resource offices. While many survey respondents reported remote service delivery, others either maintained a fully in-person work plan (13%) or were given a choice of work formats (17%) . Once again, almost half of survey respondents experienced a change in the planned administrative work format after the fall term began. The findings that follow reflect the experiences and resiliency of the professionals in this challenging time. Major Findings • Many areas that were reported as presenting barriers to disabled students in the spring 2020 AHEAD survey have improved including access to technology equipment, software, and Wi-Fi. Some campuses are still struggling with providing access to counseling and mental health services, as well as food and housing. • Overall, disability resource professionals report that remote operating procedures for student disability services and accommodations are effective. One area of possible concern is the provision of notetaking accommodations. • Disability resource professionals are being asked to do more with less. Survey respondents report an increase in the number of requested accommodations as well as an increase in the number of students registered with the disability resource office when compared with 2019 prepandemic data. At the same time, disability resource office operating budgets have been cut on a widespread basis. • For disability resource professionals who are working remotely, access to technology has improved since spring 2020. Communication and collaboration across campus has improved at some institutions, but not all. Challenges remain with communicating with students not previously registered with the disability resource office. • Institutional and administrative support for the disability resource office were among the challenges that received the lowest ratings for improvement since spring 2020. • Disability resource professionals are providing campus leadership in COVID response efforts including participation in campus structures and committees, involv

FAQs

What changes in learning and student services occurred by fall 2020?

Over 95% of higher education professionals reported campuses offered online or mixed virtual and in-person learning in fall 2020, and almost half said the planned instructional format changed after the term began.

Which barriers improved for disabled students during the pandemic?

Many technology-related barriers improved, including access to equipment, software, and Wi‑Fi/network services, with notable progress reported at two-year public institutions.

What challenges persist despite improvements?

Access to counseling and mental health services, as well as food and housing, showed mixed results, and disability resource offices were asked to do more with less as accommodation requests increased while budgets were cut.

Oct 15, 2026

Upload by Rhys