Reasonable accommodation for students in higher education : a comparative study

Abstract

This study explores how Higher Education Institutions (HEIs) are addressing the mandate of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) to provide reasonable accommodations for disabled students. A qualitative approach was adopted. Data consisted of a combination of documents and semi-structured expert interviews with five established worldwide Universities regarding their evolving disability services model, the balance between academic integrity and accommodations, the implementation of Universal Design for Learning (UDL), and the mainstreaming of adjustments. Thematic analysis identified four main themes. Firstly, all five institutions see their commitment to inclusive provision as a continuing process that requires reviewing and adaptation to ensure all students are enabled to participate equitably and successfully. Secondly, institutions are engaged with considerations for balancing academic integrity with a ‘reasonable’ anticipation of the needs of disabled students and making necessary adjustments proactively, particularly with regards to alternative assessments. Thirdly, these institutions are increasingly adopting Universal Design for Learning principles to create flexible, inclusive learning environments that benefit all students while still refining their use of Individual Learning Plans for articulating and implementing individual accommodations. Finally, it was found that systemic inclusivity is mainly being addressed by attempting to mainstream requested adjustments, thus reducing the need for individual processing of accommodations. The study concludes that achieving equitable participation for disabled students requires a dynamic, student-centred approach that combines universal design with tailored support. By mainstreaming adjustments and embracing UDL, HEIs can create more inclusive educational environments that empower all learners to succeed