Accessibility as the Future of Higher Education
My mom stayed in the car this year while I moved into my dorm. I had spent 10 minutes looking for the elevator in my hall before realizing there wasn’t one. What should have been a simple moment— my mom helping me decorate my dorm and saying goodbye—became impossible simply because she uses a wheelchair. This isn’t the first time our adventures and memories have been interrupted by how our world responds to disabilities. This sparked a conversation between us about what my mom’s college experience would have been like if she had been navigating a disability during that time. Talking to my mom and thinking about my own experience as a student with anxiety and ADHD made me realize that while accessible measures like ramps and elevators are crucial, they’re only one component that makes education equitable. Accessibility extends beyond the visible—it’s about making every student feel supported, whether they’re navigating campus, managing anxiety, or facing social challenges. To quote my mom, “Everyone will have a disability at some point, and it is important to make sure that each student has the same chance to thrive in college.”
Accessibility is often thought of as something simple like ramps, elevators, or automatic doors, if considered. While these physical components are necessary, they’re just one aspect of a much larger picture. Accessibility isn’t one-size-fits-all; it’s about designing spaces, policies, and systems that support everyone. Invisible needs, like mental health support, sensory accommodations, and social inclusivity, are just as important. As a student who has struggled with anxiety, I’ve feared large lecture halls and group presentations. In the same way, someone with sensory sensitivities might find busy dining halls or bright lighting overwhelming. Social barriers themselves can be isolating for students who find it difficult to connect with peers. Colleges must recognize that creating accessible environments requires addressing both visible and invisible challenges. This is about more than just compliance. I have witnessed powerful changes happen when people in power not only raise awareness for both visible and invisible needs but also work to make changes with people who need them.
Why Inclusive Design and Support Systems Can Build Student Success
At Grand Valley State University (GVSU), intentional resources exist to support students with different needs. The Student Accessibility Resources (SAR) office offers accommodations like extended test times, note-taking assistance, and accessible technology for students. Counseling centers provide mental health support, group therapy, and activities to break the stigma around asking for help. I have personally utilized these services along with my academic advisor and mentor to learn what accommodations would be best for me.
Across public universities, similar services are common. Accessible learning technologies, adaptive physical education programs, and sensory-friendly spaces are just a few examples of how institutions are keeping education accessible. Many universities are also focusing on universal design principles to ensure that educational platforms are inclusive from the start.
Based on these changes, there’s a lot to celebrate. Initiatives like mental health awareness campaigns, the expansion of gender-inclusive restrooms, and sensory-friendly events exhibit the progress institutions are making toward inclusivity. It is important to be aware of what universities are doing to make education more equitable.
New Accessibility Solutions
Higher education is developing practices that are reshaping what accessibility in school looks like. Some colleges are adopting virtual reality (VR) to simulate real-world scenarios for students with disabilities, helping them prepare for various environments. Others are integrating artificial intelligence (AI) tools, like real-time transcription software, to assist students during lectures. GVSU is utilizing flexible course designs that are adaptable to individual needs, such as hybrid learning, asynchronous options, and customizable lectures. Training faculty and staff on accessibility can make them better equipped to understand their students.
What Can We Do?
As I reflect on my conversation with my mom, who developed a disability later in life, I am reminded of how important empathy can be in creating accessible spaces. She emphasized that accessibility isn’t just about meeting legal requirements; it’s about making people feel valued and supported. While higher education institutions have improved in their approach to accessibility, there’s still work to be done. By investing in both design and the students themselves, colleges can create campuses where everyone has the opportunity to succeed. At the end of the day, accessibility benefits us all, and it’s important to hold our institutions accountable.
About Annah
Annah is a junior studying Marketing, Communications, and Theatre. A lover of expression in all forms, Annah has a passion for creativity and is led by values of empathy and dedication. As a Data Analytics intern for the Small Business Association of Michigan she works closely with multiple departments to streamline data and build relationships. While she likes to stay busy, Annah’s favorite time is with a good book and her cat, Tinkerbell.