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The report documents national statistics on disability prevalence and lower completion rates, then argues that legal compliance alone is insufficient. 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D., Inclusivity Strategic Consulting  \nDahlia Shaewitz, Institute for Educational Leadership Jessica Queener, Ed. D., Disability Employment Consultant  \nJune 2020  \n4301 Connecticut Ave. N.W. | Suite 100 | Washington, DC 20008 [www.iel.org](www.iel.org | Phone: 202-822-8405)[ |](www.iel.org | Phone: 202-822-8405)[ Phone: 202-822-8405](www.iel.org | Phone: 202-822-8405)  \nCopyright © 2020 Institute for Educational Leadership  \nContents  \nAcknowledgments ............................... 3  \nIntroduction ...................................... 4  \nBegin at the Beginning:  \nRecruiting Students with Disabilities .............. 7  \nMore than Compliance: Accommodationsas a Student Retention and Inclusion Approach ... 11  \nBridge the Divide: Strengthen Access and Accessibility with Technology ........ 29  \nBeyond Disability-Diversity:  \nFull Inclusion for All Students .................... 35  \nConclusion ...................................... 41  \nHigher Education’s Next Great Challenge 2  \nAcknowledgments  \nThe Institute for Educational Leadership (IEL) would like to thank Dr. Joy Banks, Associate Professor and Chair of Curriculum and Instruction at Howard University; Dr. Leah Zimmerman, Executive Director of Student Disability Resources at Penn State University; and Alexander Steitz, Communications Professional and student at Goucher College; for their review and feedback on the Guide. Their insights were invaluable to ensuring the report is inclusive of many perspectives on the inclusion of students with disabilities in higher education.  \nHigher Education’s Next Great Challenge 3  \nIntroduction  \nMost institutions of higher education have incorporated the basic elements of the Americans with Disabilities Act (ADA) into their policies, practices, and procedures. Many have established disability services offices to handle requests for reasonable accommodations, auxiliary aids, and services, and have assessed the accessibility of their campuses to identify and remove architectural barriers. Colleges and universities often offer notetakers, recording of classes, sign language interpreters, and extra time on examinations. Despite these positive actions and changes, most higher education institutions have not achieved full inclusion of students with disabilities.  \nThe Centers for Disease Control and Prevention (CDC) reported in 2019 that 26% of people in the U. S. have a disability. Youth and young adults with disabilities are less likely than those without disabilities to complete secondary school, enter postsecondary education, or complete a bachelor’s degree (Cheng & Shaewitz, 2019). National college enrollment rates for young adults with disabilities in 2017 was only 25 .4%, compared to 40.9% of their peers without disabilities (ibid). In addition, the average national rate for college completion was only 3 .6% of young adults (ages 18-24) with disabilities compared to 10.9% of young adults without disabilities—the gap between those with and without disabilities earning a bachelor’s degree or higher was 7.2%(ibid).  \nDespite the best of intentions among colleges and universities to comply with the Rehabilitation Act of 1973, the ADA of 1990, and the ADA Amendments Act (ADAAA) of 2008, compliance is not  \nHigher Education’s Next Great Challenge 4  \nsufficient to ensure full inclusion of all students with disabilities. To reach full inclusion, colleges and universities—including staff, faculty, students, and boards of trustees—must change campus culture and the conversation about disability, accommodations, and access to create a welcoming community for all students. Reaching this goal requires attention to legal rights of students with disabilities and responsibilities of schools as well as a greater awareness of the benefits to the entire system of a disability-diverse student body.  \nThis guide presents info","cbCairjoVfrXi6n5","https://ap.wps.com/l/cbCairjoVfrXi6n5","pdf",660110,46,"English","# Introduction\n# Begin at the Beginning: Recruiting Students with Disabilities\n# More than Compliance: Accommodations as a Student Retention and Inclusion Approach\n# Bridge the Divide: Strengthen Access and Accessibility with Technology\n# Beyond Disability-Diversity: Full Inclusion for All Students\n# Conclusion","[{\"question\":\"Why is compliance with the ADA and related laws not enough for full inclusion?\",\"answer\":\"The report states that meeting legal requirements and providing accommodations does not automatically create full inclusion. Achieving full inclusion requires changes to campus culture and the broader conversation about disability, access, and accommodations.\"},{\"question\":\"What recruitment and admissions approach does the guide recommend?\",\"answer\":\"Section 1 focuses on a purposeful recruitment and admissions approach intended to attract disability-diverse students, emphasizing how institutions can build more inclusive entry pathways.\"},{\"question\":\"How does the guide suggest improving classroom accessibility?\",\"answer\":\"Section 3 describes the levels of technology accessibility needed for an inclusive classroom, positioning technology as a key bridge to strengthen access and participation.\"}]","Higher Education’s Next Great Challenge - Ensuring Full Inclusion for Students with Disabilities | PDF",1792051767,116]