Efficacy of accommodations for students with disabilities in higher education

Research output: Contribution to journalArticlepeer-review


Background: Legislation and policy changes have enhanced enrolment of students with disabilities in higher education. These changes include establishing a duty to make 'reasonable' accommodations to educational institutions for the provision of accessible facilities and services in order to minimize barriers to equal participation in education. Objectives: To identify universal and personal accommodations that students with disabilities use; to assess students' appraisal of the accommodations' efficacy; to establish validity and reliability of the Physical, Human and Academic Accommodation Services (PHAAS), that evaluates the use of accommodations and their efficacy. Method: Study participants were 170 students with various disabilities from higher-educational institutions. Research tools included the PHAAS scale, and the College Student Experiences Questionnaire (CSEQ). Results: Revealed significant correlations between the use of accommodations and: Grades Point Average, participation in student experiences, satisfaction with participation, and appraisal of the institution as a facilitating environment. Conclusions: Evaluating efficacy of accommodations is crucial to improve participation of students with disabilities in higher education. The study uncovered gaps in the application of accessibility and universal design principles, and lacunas in services provided. Thus, the evidence presented can aid managers and policy makers in high education and in workplaces to create an inclusive accessible environment.

Original languageEnglish
Pages (from-to)27-40
Number of pages14
JournalJournal of Vocational Rehabilitation
Issue number1
StatePublished - 2014


  • Academic experience
  • accommodation
  • inclusion
  • participation

ASJC Scopus subject areas

  • Rehabilitation
  • Occupational Therapy


Dive into the research topics of 'Efficacy of accommodations for students with disabilities in higher education'. Together they form a unique fingerprint.

Cite this