Theses and Dissertations

Date of Award

2025

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Roslyn Doctorow

Committee Member

Linda Gaughan

Committee Member

Kimberly Durham

Keywords

accommodations, Americans With Disabilities Act (ADA), attention-deficit/hyperactivity disorder (ADHD), differentiated instruction, disability, disclosure, historically Black colleges and universities (HBCUs), individual educational plan (IEP), learning disability, modifications, nonapparent disability, section 504, self-advocacy, test accommodations

Abstract

This applied dissertation was designed to examine the impact of academic accommodations on the success of students with disabilities in postsecondary education. Although accommodations are legally mandated and widely recognized as a critical support, many students reported challenges in both accessing and receiving consistent accommodations in the classroom. The lack of understanding among faculty and the burden placed on students to advocate for themselves created barriers to academic achievement and equitable learning experiences.

The researcher conducted qualitative interviews with students who identified as having a documented disability and had accessed accommodations through their institution. The purpose was to explore their lived experiences, including how they navigated the accommodation process, the types of support that were most effective, and how accommodations influenced their academic confidence, performance, and sense of belonging.

Themes that emerged from the analysis included (a) the emotional toll of self-advocacy, (b) the need for proactive faculty training, (c) inconsistencies in accommodation implementation, and (d) the empowering role of disability services staff. Participants highlighted that while accommodations such as extended time, assignment flexibility, and alternative testing environments were helpful, the most impactful support came from educators who demonstrated understanding and flexibility.

The findings indicated a critical need for institutional accountability, improved faculty development, and a shift toward a more inclusive campus culture. The researcher recommended policy revisions, expanded training, and strengthened communication channels between students, faculty, and disability services offices to enhance the accommodation process and ensure greater academic equity.

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