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Why Inclusive Design Is So Important: In Numbers

Key stats shared by a leader in campus inclusion

The Universal Design for Learning (UDL) is nothing new, but its principles and impact continue to gain momentum. Statistics show that while UDL may still seem “nice to have” to many educators, it’s, in fact, critical to the success of a multitude of learners. Why? A plethora of students are not reporting their disabilities. When choices and preferences for learning aren’t proactively being provided to them, their needs aren’t being met.

“It’s very important to look at who you’re excluding when you’re not including inclusive design and when you’re working from a model that students need to jump through some hoops to enroll or connect with the Office of Disability Services,” said Jody Goldstein, Director of Disability Services at UNCW.

Goldstein has successfully spearheaded peer mentoring programs to support students with disabilities, social support groups for students on the Autism Spectrum & awareness programming to impact campus cultures and drive inclusion at UNCW and the University of Massachusetts – Lowell.

Many higher-ed students aren’t reporting their disabilities

% students who do not disclose to the institution but have disabilities:

Traditional college-age students:

19% of men
20% of women

Older college students:

23% of veterans or non-traditional students age 30+

Source: National Center for Education, 2018

Decreases in student enrollment make student retention critical

Undergraduate spring enrollment is down.

4.5% drop overall
9.5% drop at public two-year colleges
3.3% drop at public four-year colleges
15% drop in international student enrollment

Source: Inside Higher Ed

Faced with enrollment challenges, university leaders must do more to not only attract new students but ensure student retention of subsets of students who may be struggling. Students with disabilities – many of whom are not reporting their needs – is one student group that schools should consider for focus and support.

Lack of disability disclosure numbers & reasoning

14% of the entire student body receive services under the Individuals with Disability Act (IDEA) and its 13disability categories
Only 1.5% of students nationwide are served under Section 504 in its broader definition

Source: The National Center for Educational School Statistics in 2018-2019

“On both campuses, both at UMass Lowell and at UNCW, between 5-6% of the overall population is enrolled with our offices. That really speaks to that we’re not hitting the majority of students that need this sort of access.”

Many students are not identified or are not disclosing their disabilities:

K-12 learners placed on Individual Education Plans
Parents are unaware or play an inactive role
Students are unaware when issues arise at later ages
Students don’t report by choice to avoid perceived stigmas
Students don’t report by choice to avoid disqualification from activities

“If they are a veteran and they want to go active duty, they might not want to identify with the office. They might feel like that would be a barrier for them to go on active duty. If they are ROTC students, they’re ‘not allowed to have a disability,’” Goldstein said.

Privilege plays a role

An overwhelming majority of students that have 504 plans are white males, which speaks to privilege.

Source: Jody Goldstein’s research of advocacy organizations

Many underprivileged students cannot afford to be diagnosed Many students do not have the time to dedicate to a diagnosis

“Sometimes, if they haven’t been identified, getting the proper documentation they need is expensive or time-consuming,” Goldstein said.

For more information about providing accessibility solutions to university students, reach out to Verbit.

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