[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-583007-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-583007-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","covid-19-transitions-higher-education-professionals-perspectives-on-access-barriers-services-and-solutions-for-students-with-disabilities","COVID-19 Transitions - Higher Education Professionals’ Perspectives on Access Barriers, Services, and Solutions for Students with Disabilities","","The report examines how higher education professionals perceive access barriers during COVID-19 transitions to fully remote instruction and related student disability services. Drawing on a 2020 survey of professionals supporting students with disabilities, it highlights increased difficulty compared with the general student population, emphasizing technology, network connectivity, course assessments, and instructor communication. Findings also detail institutional differences, with two-year public institutions reporting the broadest challenges and private for-profit settings noting greater difficulty accessing counseling and mental health services.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/covid-19-transitions-higher-education-professionals-perspectives-on-access-barriers-services-and-solutions-for-students-with-disabilities/583007/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/covid-19-transitions-higher-education-professionals-perspectives-on-access-barriers-services-and-solutions-for-students-with-disabilities/583007.png","ImageObject",300,407,{"name":42,"@type":43},"Rhys","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What difficulties did students with disabilities face during the shift to remote education?","Question",{"text":63,"@type":64},"Respondents reported frequent difficulties across many areas, often more than the general student population. Top issues included equipment/device readiness, network/Wi‑Fi access, course assessments or exams, and communication with instructors.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did the report describe barriers in providing remote disability services?",{"text":68,"@type":64},"Professionals identified disability documentation and discussions of new access barriers and solutions as among the top issues during the transition to remote disability services.",{"name":70,"@type":61,"acceptedAnswer":71},"Which institutions reported the most widespread challenges, and what emerging practices were noted?",{"text":72,"@type":64},"Two-year public institutions reported the most widespread difficulties, particularly around equipment, technical support, and learning management system access. Emerging practices included increasing collaboration, diversifying communication strategies, expanding outreach services, and modifying office procedures.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},583007,1792192210,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":115,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","COVID-19 Transitions: Higher Education Professionals’ Perspectives on Access Barriers, Services, and Solutions for Students with Disabilities.  \nBy Sally Scott, AHEAD and Katherine Aquino, St. John’s University  \nThis is a time of rapid change for college campuses. Moving to online instruction, adapting to remote student services, and implementing new procedures with no time to pause or reflect has been a common mode of operation over the last six months. Ensuring that this transition is done with accessibility in mind has been the consuming work of professionals who work and interact with college students with disabilities.  \nRapid change became the norm in March 2020 when the wave of campus transitions began. While some institutions started the move to remote education as early as February, others held off on transitions until May. Campuses now face another type of transition as plans for re-opening in the fall are underway amid the fluctuating reports of progress and setbacks in containing COVID-19.  \nDuring this time of uncertainty, AHEAD is gathering data to help the higher education community be more aware of barriers to access for individuals with disabilities, as well as share promising practices within the postsecondary environment. AHEAD is also interested in the experiences of professionals who are supporting students with disabilities and engaging with leadership in campus transition efforts. In spring 2020, a survey was distributed to gather information from higher education professionals who work with college students with disabilities. These individuals offer a unique vantage point about the status of “campus” accessibility, in tune with student experiences and challenges, and possessing a unique institutional perspective on what is taking place.  \nThe target population for this survey was defined broadly as higher educational professionals who work with college students with disabilities; 94% of respondents reported working in a disability resource office (DRO) . The large majority were members of AHEAD, but the survey was also opened to other higher education professionals including a broader range of international respondents to gather a wide range of perspectives during this early transition period. Because transition will continue to be the norm for the foreseeable academic year, the survey findings reported here are the outcome of the first of three data collection efforts to be conducted by AHEAD.  \nMajor Findings  \n• Students with disabilities have experienced difficulty across a wide range of areas in the transition to remote education. These barriers are, in almost all cases, reported to have created more frequent difficulties for students with disabilities than that experienced by the general student population.  \n• In the transition to remote disability services, providing documentation of a disability and discussing new access barriers and solutions were among the top issues.  \n• Students with disabilities at two-year public institutions have experienced the most widespread difficulties across remote education and services.  \n• Professionals working with students with disabilities have also faced challenges in transitioning to remote operations with greatest difficulty reported in receiving technology support and communicating with faculty about inclusive course design. Campus ADA coordinators report encountering difficulties more frequently than other professionals. Several promising practices are emerging including increasing collaboration, diversifying communication strategies with students, expanding outreach services, and modifying office procedures.  \nThe Data: Students’ Transition Difficulties  \nStudents with and without disabilities have experienced difficulty in a wide range of areas during the transition to fully remote learning across campus. Over three fourths of respondents reported that students with and without disabilities experienced difficulty in having the needed equipment and dev","cbCaih9sYMwwABXB","https://ap.wps.com/l/cbCaih9sYMwwABXB","pdf",258009,"English","# Major Findings\n## The Data: Students’ Transition Difficulties","[{\"question\":\"What difficulties did students with disabilities face during the shift to remote education?\",\"answer\":\"Respondents reported frequent difficulties across many areas, often more than the general student population. Top issues included equipment/device readiness, network/Wi‑Fi access, course assessments or exams, and communication with instructors.\"},{\"question\":\"How did the report describe barriers in providing remote disability services?\",\"answer\":\"Professionals identified disability documentation and discussions of new access barriers and solutions as among the top issues during the transition to remote disability services.\"},{\"question\":\"Which institutions reported the most widespread challenges, and what emerging practices were noted?\",\"answer\":\"Two-year public institutions reported the most widespread difficulties, particularly around equipment, technical support, and learning management system access. Emerging practices included increasing collaboration, diversifying communication strategies, expanding outreach services, and modifying office procedures.\"}]","COVID-19 Transitions - Higher Education Professionals’ Perspectives on Access Barriers, Services, and Solutions for Students with Disabilities | PDF",1792045303,23]